* of the Microfiche and Hardcopy Reproductions ERIC Makes Available * * Via the ERIC Document Reproduction Service (EDRS)

DOCUMENT RESUME

ED 120 103 95 SP 009 854

AUTHOR Golinick, Donna M.; And Others TITLE Multicultural Education and Ethnic Studies in the United States. An Analysis and Annotated Bibliography of Selected ERIC Documents. INSTITUTION American Association of Colleges for Teacher Education, Washington, D.C. Ethnic Heritage Center for Teacher Education.; ERIC Clearinghouse on Teacher Education, Washington, D.C. SPONS AGENCY Bureau of Postsecondary Education (DREW /OE), Washington, D.C.; National Inst. of Education (DREW), Washington, D.C. PUB DATE Feb 76 GRANT G007501382 NOTE 179p.

EDRS PRICE MF -$(.83 HC-$10.03 Plus Postage DESCRIPTORS *Annotated Bibliographies; Classroom Materials; *Ethnic Studies; *Instructional Materials; Minority Groups; *Teacher Education IDENTIFIERS *Multicultural Education

ABSTRACT This book, an annotated bibliography and analysis, was produced by the Ethnic Heritage Center for Teacher Education of the American Association of Colleges for Teacher Education (AACTE) and the ERIC Clearinghouse on Teacher Education; it contains abstracts of documents from the ERIC system on multicultural education and ethnic studies. The main categories of documents are concept materials, classroom materials, curriculum materials, and program materials. Each entry includes an abstract, the ERIC ED number, the availability of the document (microfiche or hardcopy), and identification of the ethnic group being described or discussed in the document. The bibliography itself is preceded by a section reviewing the literature on multicultural education and is followed by an explanation of how the ERIC search was conducted and an analysis of the bibliography. A list of locations with ERIC microfiche collections and a glossary of ERIC terms complete the book, along with descriptons of the work of the Ethnic Heritage Center, ERIC and AACTE. (CD)

*********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. *********************************************************************** Multicultural Education and Ethnic Studies in the United States An Analysis and Annotated Bibliography of Selected Documents in ERIC

U S DEPARTMENT OF HEALTH. EDUCATION &WELFARE NATIONAL INSTITUTE OF EDUCATION THs5 DOCUMENT HAS BEEN REPRO- DUCED ERECTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION OR IG1N ATING IT POINTS OF VIEW OR OPINIONS STATES.) DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY

Ethnic Heritage Center for Teacher Education Agih\American Association of Colleges \ for Teacher Education

CLEARINGHOUSE ON TEACHER EDUCATION NATIONAL ADVISORY COUNCIL Ethnic Heritage Center for Teacher Education

Dr. Tomas Arciniega, Dean Ms. Ann Chisholm, Education Coordinator School of Education Community Services Division of United San Diego State University Planning Organization San Diego, California Washington, D.C.

Dr. Carl J. Dolce, Dean Dr. Todd I. Endo, Assistant to the School of Education Superintendent North Carolina State University Arlington Public Schools Raleigh, North Carolina Arlington, Virginia

Dr. Richard James, Associate Dean Ms. Patricia Locke, Director Morgan State College Western Interstate Commission on Baltimore, Maryland Higher Education Boulder, Colorado

COMMISSION ON MULTICULTURAL EDUCATION American Association of Colleges for Teacher Education

Dr. Tomas Arciniega, Chairperson Dr. Arthur Coladarci Dean, School of Education Dean, School of Education San Diego State University Stanford University

Dr. Nancy Arnez Dr. Richalid James Professor of Higher Education Associate Dean, School of Education College of Education Morgan State College Howard University

Dr. Gwen Baker Dr. Paul B. Mohr, Sr., Board Professor of Education of Directors Liaison University of Michigan Dean, College of Education Florida A & M University

Dr. Harry Bowes Dr. Consuelo Otero President Director of Communications University of Southern Colorado University of Puerto Rico

STAFF Ethnic Heritage Center for Teacher Education

Frank H. If-Lassen, Codirector joost Yff, Codirector Donna M. Gollnick, Program Associate Patricia A. Shay, Secretary MULTICULTURAL EDUCATION AND ETHNIC STUDIES IN THE UNITED STATES

An Analysis and Annotated Bibliography of Selected ERIC Documents

DonnaM. Gollnick Frank H. Kiassen Joost Yff

ETHNIC HERITAGE CENTER FOR TEACHER EDUCATION

of the American Association of Colleges for Teacher Education

Published by:

American Association of Colleges for Teacher Education Number One Dupont Circle, N.W. Washington, D.C. 20036

and

ERIC Clearinghouse on Teacher Education Number One Dupont Circle, N.W. Washington, D.C. 20036

February 1976

SP 009 854

4 U. S. Office of Education

This document was made possible in part by Grant #G007501382 with the Office of Education, BPE/DIE, U.S. Department of Health, Education and Welfare. Points of view or opinions stated do not, therefore, necessarily represent officially the Office of Education's position or policy.

American Association of Colleges for Teacher Education

This material does not necessarily reflect the viewpoints of the American Association of Colleges for Teacher Education (AACTE). AACTE is printing this document to stimulate discussion, study, and experimentation of multicultural education among educators.

ERIC Clearinghouse for Teacher Education

The material in this publication was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Health, Education, and Welfare. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Prior to publication, the manuscript was submitted to the American Association of Colleges for Teacher Education (AACTE) for critical review and determination of professional competence. This publication has met such standards. Points of view or opinions, however, do not necessarily represent the official view or opinions of either AACTE or the National Institute of Education.

Library of Congress Number: 76-10056 Standard Book Number: 910052-96-4 TABLE OF CONTENTS

PAGE FOREWORD

RATIONALE vii

CHAPTER 1: MULTICULTURAL EDUCATION--A LITERATURE REVIEW 1

CHAPTER 2: BIBLIOGRAPHY OF ERIC DOCUMENTS RELATED TO MULTICULTURAL EDUCATION AND ETHNIC STUDIES IN THE UNITED STATES 26

THE MATRIX DEVELOPMENT 26

ARRANGEMENT OF DOCUMENTS 29

BIBLIOGRAPHY

CONCEPT MATERIALS

TEACHER EDUCATION 31

GENERAL 38

REPORTS 70

SURVEYS 80

CLASSROOM MATERIALS

TEACHER EDUCATION 83

JUNIOR HIGH/HIGH SCHOOL 85

CURRICULUM MATERIALS

PRESCHOOL/ELEMENTARY 86

JUNIOR HIGH/HIGH SCHOOL 91

COLLEGE 102

GENERAL 103

PROGRAM MATERIALS

TEACHER EDUCATION 109

COLLEGE '17

GENERAL 117 6 OTHER MATERIALS

BIBLIOGRAPHIES 119

DIRECTORIES 125

CHAPTER 3: ANALYSIS OF THE BIBLIOGRAPHY 127

APPENDIX A: ERIC MICROFICHE COLLECTIONS 140

APPENDIX B: GLOSSARY 154

ETHNIC HERITAGE CENTER FOR TEACHER EDUCATION 162

ABOUT ERIC--EDUCATIONAL RESOURCES INFORMATION CENTER 163

ABOUT AMIE 164 FOREWORD

In every nation the formal and informal educationalprocesses and systems seek primarily to conserve and preserve the dominant ideologies, customs, laws, and institutions of that society. Insofar as education is looked upon as the "engine of the future," it also seeks to energize youth and adults toward qualities and conditions of life that promote social progress and bridge the gap that ordinarily exists between the status quo, on'the one hand, and social reality, justice and the human aspirationon the other. This gap and the energies that are pressed into service to reduce the gap and provide new dimensions to society,on a national or global scale, create the environment and motivation foreducational and social change.

The historical tendency of American institutions, including education, to encourag, the concept ofa cultural "melting pot" in an attempt to fuse the culturally pluralistic and ethnically diverse immigrant populations has come under increasing attack during recent decades. The rights of previously disenfranchised peoples and the Native Americans, both as culturalgroups and citizens, has also become an issue of national importance.The cry for ethnic identity and survival as well as for multicultural understanding within a culturally pluralistic nation has given significant impetus toward social and educational change at local, state, and federal levels.

In this process serious questions have been raised regarding the adequacy and equity of current educational opportunities and the veracity and integrity of curriculum materials used in the schools. Legitimate grievances are being aired by those whose cultural or ethnic identity has becomea barrier to personal and intellectual development and by those whose opportunity to gain recognition for the contributions they have made to the broader cultural mosaic of America has been stymied.

A significant body of literature, research, and legalpre- cedents has emerged which attempts to record and clarify these conditions and prescribe future educational strategies leading to social justice and equality of educational opportunity.

As a contribution toward a national and international understanding of the issues and concepts underlyingmulticultural education, the staff of the AACTE Ethnic HeritageStudies Center for Teacher Education and the ERIC Clearinghousefor Teacher Education have developed an analysis andannotated bibliography

-v- of this literature with special emphasis on documents dealing with multicultural education and ethnic studies.

Donna Gollnick, program associate in the AACTE Ethnic Heritage Center for Teacher Education, is the principal author, providing the analysis of issues and the bibliographical annotations, as well as a description of the ERIC search process.

Grateful acknowledgement is given to John Aquino and John Waters of the ERIC staff for editorial services and defining the ERIC search strategy, and to clerical staff of AACTE and ERIC for their contributions to the completion of this document.

Frank H. Klassen Associate Director, AACTE Co-Director, Ethnic Heritage Center for Teacher Education

9 -vi- RATIONALE

Both the AACTE Ethnic Heritage Center for Teacher Education and the ERIC Clearinghouse on Teacher Education act as clearinghouses for materials related to teacher education.While the acquisitions of the ERIC Clearinghouse cover a wide range of issues related to teacher education, the Ethnic Heritage Center is specifically mandated to collect resources in the area of multicultural education and ethnic studies. This publication is a joint effort of these two programs to identify multicultural and ethnic materials that are readily available to educators and researchers through the ERIC network.

The Ethnic Heritage Center for Teacher Education receives hundreds of requests for information and materials related to multicultural education and ethnic studies.These requests are received from teachers, curriculum coordinators, principals, public school administrators, counselors, State Departments of Education, teacher educators, and ethnic organizations.This selected, classified bibliography is one means of response to these queries.

In addition to its own collection, the Center's staff decided to review the holdings of the ERIC system to acquire new resources for the Center and to inform the public of these available documents. The ERIC system is especailly practical for the development of such a bibliography because readers can easily locate the documents listed by ERIC. ERIC documents are usually available for study on microfiche at locations that house ERIC microfiche collections and can be purchased in microfiche and hard copy reproductions from the ERIC Document Reproduction Service.A list containing the locations of centers with ERIC microfichecan be found in Appendix A. Reproductions of ERIC documents must be ordered as described on the order blank appended to this bibliography.

The original search for ERIC documents related to multicultural education in teacher education included documents about bilingual education. Although bilingual education is recognized as an integral part of multicultural education, it specifically includes the dimension of two languages as well as cultural awareness. It is also usually treated as a separate entity both for federal and state funded programs and by most of the documents identified in the ERIC search. Therefore, the authors decided that those document abstracts that dealt only with bilingual education would not be included in this bibliography, but would be better examined separately in a different document.

10 The bibliography in Chapter Two is an attempt to help educators know what materials are available in the area of both multicultural education and ethnic studies. This is only a beginning of classify- ing the growing number of resources available and is limited to those documents in the ERIC system, which are usually unpublished materials. Hopefully, other attempts will be made to classify published materials in a way that would be useful to educators who are attempting to develop multicultural programs for their classes and schools.

11 CHAPTER 1

MULTICULTURAL EDUCATION--A LITERATURE REVIEW

Dewey's famous dictum, that what the best and wisest of fathers wants for his child, the state should want for all its children, has special significance in multicultural education, The "all" refers to all Americans--the Afro Americans, Mexican Americans, Chinese Americans, Polish Americans, and all other ethnic and cultural groups in the United States. "No child should have to feel that he/she must reject his/her parents' culture to be accepted."1

A child goes to school to wonder. The school is where he enters the Anglo world with shy curiosity; it is a magical microcosm of society to him. The teacher is his sorcerer, a mother who is world-wise, knowing all sorts of facts and magic, powerful as the policeman, but human as an aunt or uncle. In the beginning that is how school seems to a child.

He is lost at the thought that he cannot enter that wonderful world because he speaks the wrong language or is the wrong color. The child is proud of his father; he boasts of his barrio heritage. He doesn't know that he is supposed to be "culturally deprived".2

Is it possible for teachers of one cultural background to encourage children to be proud of a culture different than that of the teacher? Is it possible for children to successfully go through school while retaining their own cultural identity without being forced to adopt the teacher's values? Multi- cultural education is a positive response to the recognition of the culturally pluralistic nature of the school population. It is an educational concept that, translated into curriculum and teachers' attitudes, recognizes, accepts, and allows people from all ethnic and cultural groups to maintain and be proud of their cultural background. It emphasizes differences as positive, not inferior.

Furthermore, this concept implies the need for educators to be trained to work effectively in multicultural educational settings. John Aragon, director of the Minority Groups Cultural Awareness Center at the University of New Mexico, states that

1 2 ...our sins are sins of omission rather than commission. We can't teach within a context where cultural differences are extant if we don't know what the cultural differences are. Therein lies our dilemma. We can't teach what we don't know. The deficiency thus is in the professional, not the client.3

Schools today may be staffed with culturally deficient educators, rather than populated with culturally deprived children. In response to such deficiencies, multicultural education requires the training of teachers to recognize and capitalize on the exsistance of ethnic diversity for enriching the teaching of youth.

The major focus of this publication is to provide an overview of multicultural education as analyzed in the ERIC documents and in selected current literature not contained in the Clearinghouses. This section will examine the historical background of multicultural education, a definition of multicultural education, and the impact of multiculturalism on education as illustrated in published literature.

HISTORICAL BACKGROUND OF MULTICULTURAL EDUCATION

Except for the Native American (the American Indian), the peoples of the United States are a reflection of immigrants from countries around the world. The National Education Association's (NEA) Task Force on Human Right; in 1968 reported that:

America was colonized by people who, in fleeing from repressive governments in lands where their rights were limited or non- existent, had great reverence for human rights. America was founded upon the recognition that human rights are universal and innate--something a man is born with, not something he can be required to learn. This is the legacy of ideals to the present generation from the fathers of our country. But the present generation of Americans has another legacy from America's past as well--a dismal legacy of discrimination and denial in practice of human rights to certain groups--in violation of the ideals.4

The dilemma faced by a diverse society seeking human rights on the one hand and despoiled by discrimination because of differences

-2- 13 on the other was further exacerbated by a myth called the melting pot" which insisted that people of disparate cultures assimilate and disappear into the mainstream of the American Anglo-Saxon, Protestant, society.5

The Melting Pot Myth

"Israel Zangwill's play, The Melting Pot, first performed on Broadway in September, 1909, set forth this [the melting pot] concept of America as a new Country."5 In that play, one of the characters, a Russian-Jewish immigrant, described America in this speech:

America is God's Crucible, the great Melting Pot where all races of Europe are melting and reforming! Here you stand, good folk, think I, when Isee them at Ellis Island, here you stand in your fifty groups with your fifty languages and histories, and your fifty hatreds and rivalries, but you won't be long like that, brothers, for these are the fires of God. A fig for your feuds and vendettas! Germans and Frenchmen, Irishmen and Englishmen, Jews and Russians--into the Crucible with you all! God is making the American...The real American has not yet arrived. He is only in the Crucible, I tell you--he will be the fusion of all races, the coming superman.?

The melting pot myth was quickly adopted as a promising ideal for fusing peoples from various new and old immigrant groups into a new common American society. While the prospect seemed an attractive idea to many immigrants, its success for all members of society was dubious.5 To melt into the American society, immigrants were expected to leave behind their customs, dress, and language. They strived to rid themselves of their accents and often Anglicized their names.

One of the ideological failings of the melting pot was that it never proposed to melt all ethnic and cultural groups.

...it rejected as unmeltable many ethnic groups, including Native Americans, Blacks, Spanish-speakers, and Orientals. The concept assumed that only the dominant white Anglo- Saxon Protestant culture was worth saving, and it was expected that those who wished to be absorbed by the melting pot had to surrender their won viltural heritage as the price of admission.

The NEA publication, Roots of America, lists the following four societal assumptions that have burdened society as a result of the melting pot myth:

1. The self-worth of an individual is directly related to the extent of the individual's conformity to the monocultural ideal. 2. To whatever degree a person looks, behaves, or sounds different from the monocultural ideal, that person or group is inferior. 3. The culturally different are not to be trusted. 4. In order to avoid being treated unfairly when dealing with persons or groups who are culturally different, it is necessary to establish the- superiority and power position of one's own group.

If the melting pot concept bred these assumptions, another ideological concept which values differences as a strong positive force in intercultural understanding and acceptance had to be identified to promote intercultural understanding and acceptance. Society, then, might minimize intercultural misconceptions and conflict while promoting equity among the culturally different groups that compose this country.

Cultural Pluralism

Refusing to assimilate into the dominant American culture, immigrants, as well as the visible minority groups, maintained ethnic communities and enclaves. They developed within-group institutions, agencies, and power structures for services within their ethnic communities. These included Little Italy, China- town, Harlem, and many others.11

Movement among these communities (ethnic groups) increases as education, economic development, political coalition, inter- marriage, and cooperative mechanisms were needed to cope with external forces attempting domination.

-4- What resulted was the continual development of a different concept of nationality; a concept accommodating and dignifying sub- nationalities and contributing cultures. This move toward a central tendency which defined a new kind of national ethos and cultural mosaic characterized the rise of the concept "cultural pluralism". History chronicles the sequence of events from 1916 when John Dewey introduced the concept of cultural pluralism in an address before the National Education Association to 1924 when Horace Kallen unsuccessfully sought to show how cultural pluralism made American life richer.12

Following World War II, minority ethnic groups became increasingly powerful, both politically and socially, and refused to tolerate discrimination by dominant white middle-class power structures.13In the 1960s, the Black Power movement stressed the social and political advantages for Blacks to identify strongly with their ethnic group. Various versions of pluralism were also endorsed by other ethnic groups, especially Mexican Americans, Native Americans, and most recently, white ethnic groups (e.g. Polish Americans, Italian Americans).The ideological statements emanating as they did from groups different in culture, language, heritage, and social participation inevitably led to a diversity of thought of the issues of pluralism and ethnicity.

James Banks describes three identifiable ideologies related to ethnicity:

1. The cultural pluralist who is ethocentric and stresses a strong ethnic identity and alliance, 2. The pluralist-assimilationist who believes that while ethnic groups have some unique cultural characteristics, all groups in America share many cultural traits, and 3. The assimilationist who beleives in one common culture for all and supports the melting pot concept.14

According tothe pluralist view, the United States is made up of competing ethnic groups, each of which champions its economic and political interests. The individual is expected to develop a commitment to his/her ethnic group, especially if that group is

16 -5- "oppressed"by more powerful ethnic groups within society. The rights of the ethnic group are more important than the rights of the individual. These groups assume that an ethnic group can attain inclusion and full participation within a society only when it can bargain from a powerful position and when it has "closed ranks" within.15

The concept of multicultural education is based on the pluralist- assimilationist ideology described by Banks. Cultural pluralism is promoted, but not to the exclusion of all but one ethnic group.

Education and Cultural Pluralism

"Multicultural education assigns a position value to pluralism. Emphasizing cultural pluralism and encouraging multicultural education are attempts to reduce the polarization of ethnic groups. It is necessary

...to work for the development of an American society in which many ethnic groups can live in a symbiotic relationship, where cultural differences are respected, without the implication that one culture is better or worse than another. Cultural pluralism does not deny the existence of differences in culture, but it sees no justification for asking anyone to reject his or her cultural identity and background in order to have a meaningful life in a multicultural society.'?

Formal education has, however, been one of the main social agents striving to produce national cultural homogeniety.18 Seymour Itzkoff points to the historical roots of this process:

Benjamin Franklin himself was suspicious of any other tonguebut English and wanted the schools to wean the Pennsylvania Dutch from their foreign accents. In the 1840's and 1850's, we used the then youthful common school to assimilate the new immigrant groups which were adding linguistic and religious dimensions to our national fabric. In fact, the usefulness of the public schools for this task enabled the common school movement to take hold and spread rapidly beyond its Massachusetts origins. It was important that these newcomers be Americanized, as, supposedly, they constituted a threat to our democratic ideals. Towards this end, they would be forced to adopt the English tongue and, possibly, the Protestant religion. This assimilationist endeavor became the principal activity of the public schools throughout the last century and well into our own.19

In modern times the homogenization process has continued, says Michael Novak:

Education is commonly regarded, not as a device for strengthening and benefiting by local, regional, ethnic and religious differences but for "overcoming" them, for replacing them with a more or less universal culture. The underlying model for this "universal" ideological outlook is not perfectly neutral as regards those who enter into it. Even if they are of equal talent, some will find cultural models, heroes, texts, and materials related to their won cultural background, and others will not.20

Among the initiatives taken recently by the federal government to foster both ethnic studies and multicultural education has been legislation for ethnic heritage studies projects. The Ethnic Heritage Studies Program Act21 declared that "All persons in the educational institutions of the Nation should have an opportunity to learn about the differing and unique contributions to the national heritage made by each ethnic group.22 The official recognition of the need for multicultural education by the United States Congress is possibly a beginning step in the widespread acceptance of the multicultural education concept.

Ideally, schools would reflect the cultural diversity of America in more than its student population. Cultural pluralism should also be reflected in the curriculum, the classroom materials, and school activities. Banks describes a culturally pluralistic curriculum as one in which:

...the primary goal of the curriculum should be to help children learn how to function more effectively within their own ethnic culture, within the wider common culture, and within other ethnic communities. However, the pluralist-assimilationist feels strongly that during the process of education the school should not alienate children from their 18 -7- ethnic attachments but help them to clarify their ethnic identities and make them aware of other ethnic and cultural alternatives.

The pluralist-assimilationist believes that the curriculum should reflect the cultures of various ethnic groups and the common culture. Students need to study all of these cultures in order to become effective participants and decision-makers in a democratic society. The school curriculum should respect the ethnicity of the child and make use of it in positive ways. However, the students should be given options regarding their political choices and the actions which they take regarding their ethnic attachments. The school should not "force" students to be and feel ethnic if they choose to free themselves of ethnic attachments and allegiances.23

Multicultural education, therefore, is predicated upon a belief that all people must be accorded respect, regardless of their racial, ethnic, cultural, and religious backgrounds. It is the process by which such an optimum state of affairs could be achieved.24

Multicultural education offers educators the opportunity to honestly and fairly reflect the cultural diversity of this country.

TOWARD A DEFINITION OF MULTICULTURAL EDUCATION

Multicultural education is an educational concept, rooted in ideological allegiances, informed by efforts to implement its tenets, and changed by each new insight into means whereby diversity and commonality within a nation and a world can be achieved.

This suggests the flexible, rather than rigid, definition. The following are attempts by different authors and education groups to describe multicultural education.

Multicultural education, as defined by the government, includes (a) knowledge of cultures and of subcultures, with special emphasis on those minority

19 -8- groups which are prevasively represented in American communities; (b) awareness of how specific cultures influence learners' responses to school and learning situations, and skill in sensitizing professional behavior to learners; (c) transformation of personal prejudices so that negative biases are minimized, and positive appreciation of minority children increased; (d) adjustments in curricula to implement the transition from the concept of la "melting pot" to "cultural pluralism"."

The Commission on Multicultural Education of the American Association of Colleges for Teacher Education asserts that:

Multicultural education is education which values cultural pluralism. Multicultural education rejects the view that schools should seek to melt away cultural differences or the view that schools should merely tolerate cultural pluralism. Instead, multicultural education affirms that schools should be oriented toward the cultural enrichment of all children and youth through programs rooted to the preservation and extension of cultural alternatives. Multicultural education recognizes cultural diversity as a fact of life in American society, and it affirms that this cultural diversity is a valuable resource that should be preserved and extended. It affirms that major education institutions should strive to preserve and enhance cultural pluralism.26

Banks identifies two broad objectives for multicultural education:

(1) to help individuals clarify their ethnic identity and function effectively within their own ethnic community, and (2) to learn to function effectively within other ethnic groups.27

These objectives are expressed in more detail in the publication by the American Assocaition of Colleges for Teacher Education:

2 0

-9- Emphasis on intercultural acceptance among all groups is badly needed if we expect to enable new generations to reduce ethnocentrism and understand the world through the eyes of other people. Cognitive learning about the contributions of each other's culture is only the first step. Acceptance, as a value, must pass beyond mere toleration of others and provide for internalization of such an affective value. In this way we can arrive at the stage of working and living together without the obstacles of scapegoating, stereotyping, discrimination, and prejudice that prevent effective human interrelationships

At the Thirteenth Annual Civil and Human Rights Conference of the National Education Association, the Ethnic Studies Special Interest Group adopted the following resolution in support of multicultural education:

A recognition and awareness of the individual's ethnic/cultural heritage is a positive first step in the implementation of an effective process that: (a) Enables the individual to accept and respect his or her cultural heritage and that of people of other cultural background; (b) Speaks to both the multicultural dimension and unity of our society; (c) Involves individuals, schools, and community in commonlconcerns, problem- solving processes, and the creation of goals; (d) Forms a basis for understanding the nature of equal educational opportunity.29

It is education that recognizes and values the culturally pluralistic nature of this country. It is education that encourages people to accept and respect both their own cultural heritage and that of people of different cultural backgrounds. It prepares people to function both within their own ethnic community and within other ethnic communities while participating fully in the common American culture.

THE IMPACT OF MULTICULTURALISM ON EDUCATION

In addition to the American Association of Colleges for Teacher Education (AACTE), other national education associations have also

-10-

2 1 developed strong position statements and publications in the support of multicultural education. These include such organizations as the National Education AssociatiOn (NEA), Association of Supervision and Curriculum Development (ASCD), and the National Council for the Social Studies (NCSS). B'nai B'rith, Young Women's Christian Association'(YWCA), the National Council of Churches, and other organizations also support the concept of multicultural education. And yet, little appears to have been done in either publicor private elementary and secondary schools or in teacher education institutions to develop programs that are multicultural in nature.

AACTE's publication, Multicultural Education through Competency- Based Teacher Education, urges the eradication of this educational neglect:

Most teachers do not have adequate knowledge of the various cultural systems from which their pupils come. It has been assumed for too long that good teachers can teach everyone, and that such teachers can provide for the necessary emotional and learning needs of children from diverse cultural backgrounds. However, as evidenced in low student achievement rates, there is an impelling need for reform.30

Knowledge Distortion and Multicultural Education

The need for reform is evident in both the performance of teachers and the skill and knowledge they possess. Historical assertions, for example, have been greatly distorted in textbooks and public literature because most social, political, economic, and historical events have been presented froman Anglo-American perspective and value system.31Few educators have been trained to recognize these historical distortions or to be sensitive to the self concepts of students from cultural backgrounds different than their own.

The authors of the "Introduction" for Teachers for the Real World observe that:

What passes for instruction in history typically suffers from omission and distortion: the evils of slavery are mitigated, the genocidal wars against Indian nations are played down, and the wars of aggression against Mexico are denied. Is it any wonder that Blacks, Mexicans, and Indians become 22 disengaged from a process where engagement would require the acceptance of insult and slur? It is not enough to extirpate racism. It is necessary to develop pride in social identity. The establishment of Afro-American study centers, Mexican study centers, and Indian study centers is vital for the establishment of "race" pride in those whom history has treated shabbily. But such centers are equally necessary for the education of the affluent white whose survival in an essentially non-white world depends on the eradication of every vestige of white supremacy.32

James Baldwin says about teaching the truth:

It is not really a "Negro Revolution" that is upsetting this country. What is upsetting this country is a sense of its own identity. If, for example ,one managed to change the curriculum in all the schools so that Negroes learned more about themselves and their real contributions to this culture, you would be liberating not only Negroes, you'd be liberating white people who know nothing about their own history. And the reason is that if you are compelled to lie about one aspect of anybody's history, you must lie about it all. If you have to lie about my real role here, if you have to pretend that I hoed all that cotton just because I loved you, then you have done something to yourself. You are mad.33

Multicultural education, therefore, may be a means for liberating all ethnic groups, not just minority groups, through looking at history and current events from multicultural perspectives. Recognizing historical distortions would be an important step in meeting the objectives for multicultural education.

Culture in Multicultural Education

For multicultural education to be an effective aspect of the school curriculum, educators must also be able to recognize and understand the cultural differences of their students. John Aragon identifies five vital components of culture that educators must recognize and accept while working with multicultural student polulations. He states that:

23 -12- ...culture, in the context of culturalpluralism, would include commonality among individuals within any given group in: (1) language, (2) diet, (3) costu34 ming, (4) social patterns, and (5) ethics.

Aragon's statement implies that educatorsmust not view these ethnic commonalities as inferior to theteachers' culture, while helping students to develop a strong, positiveacceptance of their own culture. The internalization by educators that people have individual worth and that equality isnot abridged by differences in cultural customs, language,or dress is a necessary step in the development of a teaching professioncompetent to teach successfully in a pluralistic society.

Ideally, the educator would recognize,encourage, and value the ethnic and multicultural development ofstudents. Rather than forcing all students into the majorityculture mold, the educator, with great care and sensitivity, can help children livein more than one culture.35

Curriculum in Multicultural Education

The curricula of schools over theyears have continued to per- petuate the Anglo-American myth, forcedstudents to accept Anglo- American values to succeed, and continued to ignorethe presence of the culturally pluralistic student bodies.According to Harris L. Dante, in his introduction to the book, TeachingEthnic Studies:

Textbooks and school curricula toooften have sustained the status quo, helped entrenchthe stereotypes, and narrate the myth and the folklore. In some instances gestureswere made to indicate that various individualshad contributed to American culture but, in general, Mark Twain's "great lie of silence" prevailed.36

Mildred Dickeman indicates that multiculturaleducation must permeate all subject areas of the curriculum:

If the traditional family structures,roles, behaviors, religious beliefs and other values of American ethnic communitiesare absent from most schools, equally missingare the folk literatures, arts and music of allthese groups, which have given expression to their

-13- experiences. A large part of these cultural expressions deals with the experiences of poverty, discrimination, inter-group conflict and pressures for conformity. They form a peculiarly American record of suffering, of which the blues is the foremost but by no means the only example. They form that true cor- rective to the unreal blandness, the dishonest sweetness of the traditional classroom. Until this experience enters the school as a significant American record, students will continue to lack the means of relating themselves and their backgrounds to the goals of formal education. Their feelings of irrelevance and alienation will not disappear until the school positively and consciously validates their lifestyles and histories in this way.

What I propose, then, is not just organic reading and writing, but a total system of organic learning, in which students continually project into the classroom and into the curriculum those events and selves, those problems and conflicts which they need to master, while the teacher continually guides them in the direction of a more general recognition of the historic roots and the 7 wide implications of their personal concerns.'

This will require an examination for ethnic biases of textbooks and other materials used in classrooms, extracurricular programs (e.g. school newspapers and drama productions), parent-school relationships, and school-community relationships. Educators must be provided inservice training in how to recognize and be sensitive to ethnic bias in the curriculum that they teach.

To bring about curriculum reform American society must be reconceptualized in the schools, according to Banks:

Since the assumption that only that which is Anglo-American is American is so deeply in- grained in curriculum materials and in the hearts and minds of many students and teachers, we cannot significantly change the curriculum by merely adding a unit or a lesson here and there about Afro-American, Jewish-American, or Italian-American history. Rather, we need to

,i)() 177

-14- seriously examine the conception of America that is perpetuated in the curriculum and the basic purposes and assumptions of the curriculum.38

American history, society, economics, literature,art, and other disciplines must be taught from a diverse ethnicperspective rather than primarily or exclusively from the pointsof view of Anglo- American historians and writers. Many school districts that have attempted to add ethnic interest to the curriculumhave done so by adding ethnic titledcourses such as Black History and Asian History and Culture.J9Even these courses are permeated with an Anglo- American perspective and attract students primarilyfrom the ethnic group under study, thus failing to teach Anglo-Americans about different ethnic groups.

Banks calls the courses and experiences basedon the perspective of Anglo-Americans the "Anglo-American CentricModel" (Model A) in the chart, "Ethnic Studiesas a Process of Curriculum Change" (Figure 1). The "Ethnic Additive Model" (Model B) is often utilizedby school districts when they add ethniccourses to their curriculum. Banks suggests that curriculum reform proceed directly from ModelA to Model C, the "Multiethnic Model". In courses and experiences based on Model C, the students would study historical and social events from several ethnic points of view. Anglo-American perspectives become only one group of several andare in no way superior or inferior to other ethnic perspectives. Model D, the " Multinational Model", is the ultimate goal of curriculum reform. In this model, students study historical and social events froma multinational perspective.40

The Multiethnic Model suggests that all students,regardless of their ethnicity, race, or social class, shouldstudy all subject areas from diverse ethnic perspectives. This should help students to broaden their views of American societyand to become more aware of cultural and ethnic alternatives, as exemplified in this statement by Banks:

Most Americans are socialized within tight ethnic enclaves where they primarily learnone cultural life style and one way to be human. Consequently, most students are ethnically illiterate. By presenting all students with cultural and ethnic alternatives, schools can help them to become more ethnically literate.41

2 6

-15- ETHNIC STUDIES AS A PROCESS OF CURRICULUM CHANGE Figure 1 Afro-American AmericanMexican AmericanMe3duan Anglo-Americas C.entrio MODEL A Model Ethnic Additive Model MODEL B Multiethnic Model MODEL C Multinational Model MODEL D curriculumperspectiveEthnic studies thruston isour conceptualized (MODEL history and B), culture to as a acompletely process (MODEL of multiethnic curriculumA), to multiethnic curriculumreform perspectiveswhich in whichcan lead as every additivesfrom historical a total to the Anglo-American and major social socialwhichperspectiveevent is eventsis viewed multinational, is from only from multinational one the ofis perspectives severales ultimate perspectives and of iscurriculum differentin no and way ethnic pointsgoal. superior groupsof view. or inferior(MODEL Many to schools C).other ethnicthat have perspectives. attempted ethnicMODEL D, in this curriculum model, students study. historical and In MODEL C the Anglo-American MODELthosecarried=asodificatioa districts reformC and at which the evestasllymove curriculum have directly toMODEL MODEL havefrom B implemattedMODEL typosD types at Aprograms,of to MODELcurricular MODEL it B isorgsaitatioss. C typessuggested and ofultimately programs. that they to MODELmove from D. MODELHowever, B is to It is suggested here that CopyrtehtReproducedauthor's (0) 1975 by permissionwith James A.the Banks. Multicultural Education and the Educator

Multicultural education does not try to make allstudents fit a "one model American" mold. It does not just tolerate cultural pluralism, but is oriented toward the cultural enrichment of all children and youth through programs rooted to the preservationand extension of cultural alternatives. Multicultural education helps students attain the skills and perceptions neededto function effectively within their own ethnic cultures, other ethniccultures, and the common culture.

Moreover, multicultural education demands that cultural pluralism become an integral part of the educationalprocess at every level. Educators must be trained to recognize, accept, and value the cultural differences of students. They must be taught to continue to search out the historical truths. They must teach all subjects from several ethnic or cultural perspectives withthe Anglo-American perspective being one of thosegroups rather than the dominant, superior group.

Emphasis on intercultural acceptance among all groups is badly needed if we expect to enable new generations to reduce ethnocentrism and understand the world through the eyes of other people. Cognitive learning about the contributions of each other's culture is only the first step. Acceptance, as a value, must pass beyond mere toleration of others and provide for internalization of such an affective value. In this way we can arrive at the stage of working and living together without the obstacles of scapegoating, stereotyping, discrimination, and prejudice that prevent effective human interrelationships.42

Multicultural teacher education not only should provideteachers with the competence to recognize, accept, and valuethe cultural and ethnic differences of students, but also providean antidote to subtle racist communications and monocultural distortions of subject matter and curriculum materials. In the introduction to AACTE's publication, Teachers for the Real World, the authors emphasized this:

And dreariness is not the worst characteristic of the school. Much worse are the instances of teachers who reinforce racism. In some cases they are blatant and overt 28

-17- racists, but more frequently they are guilty of omission and insensitivity. Teachers tend to confuse race, class, and ethnic bias with academic standards.43

Multicultural education allows the teacher to be free of a system that forces him/her to train students to be "one model Americans" and allows the teacher to present a variety of cultural and ethnic perspectives and alternatives from which students might choose.This is one of the necessary first steps in the implementation of multicultural education:

It would result in increasing the options of all pupils. It would help children understand that there are different ways of behaving which may be appropriate in different situations, and that one's goals affect vitally the choices one makes. Thus, our aim is neither to glorify the status quo, nor to force acceptance or rejection of values upon which the children's world is presently based, but to promote both teachers' and children's ability to understand and cope with an environment which can and will change.

To accomplish this purpose, teachers should help pupils find answers to problems which confront them now or may confront them in the future. Instead of merely memorizing facts, pupils will investigate alternatives and propose solutions to their problems. This approach does not lessen the necessity for intensive study of society's accumulated knowledge. However, it does mean that knowledge is not an end in itself, but has a broader use. It is the basis for making decisions and solving problems. Pupils, instead of accepting passively the pronounce- ments of teachers, will be encouraged to question, search, reflect, and perceive relationships. In short, they will become increasingly responsible for their own intellectual, social, and emotional development. The teacher's importance is in no way diminished, for the teacher is responsible for continuously raising new questions, presenting information, probing for further knowledge, and helping pupils reach conclusions in harmony with the

2 9-18- judgmental criteria that are taken to be applicable. The teacher thus becomes the director of a continuing research effort in which pupils share a progressivelyincreasing responsibility.44

It is a difficult process, though, for educatorsto release themselves from the bondage ofa system, a school organization, in which they are often very comfortable. Administrators and teacher leaders must take the initiative to provideinservice training and continual support for multicultural education.

Teacher education has the responsibility to search out, evaluate, and organizeprograms which will help teachers become competent in this dimension of human development, thereby giving teachers power over themselves andtheir behavior as they offerevery child an equal education opportunity.43

In Educating a Profession, the authorspresent ideas, recommendations, and strategies in an effort toencourage study and change in American teacher education.They comment on multicultural education and the need for preparing teachersas follows:

Over the last two decades, our nationhas painfully come to grips with the factthat our way of life has not succeeded in extending equal rights to all people. What the Consti- tution guarantees and what the courtshave granted de jure is not what exists defacto. Much of the burden for correcting thesituation has been placed on the schools. Since schools are agencies of government supported by public funds, they cannot confer benefitson one group while withholding them from another.

Often, with cataclysmic suddenness, the courts give schools mandates to drastically alter programs, administrativearrangements, teacher assignments, andresource allocation. Concomitantly, these mandates dramatically change the lives of teachers. Teachers are not prepared either personallyor professionally for such service. Most have been reared in middle- or lower middle-classhomes and communities, ensconced safelyaway from the 30

-19- concentrations of minority and lower socioeconomic groups. Many possess conventional wisdom bias toward minorities. Probably few could look forward with anticipation to assignment to inner-city schools; fewer still know how to go about instructionally and socially redressing the injustices that have been done to minorities. All teachers need professional preparation for this role.46

Thus, if multicultural education is going to reform the curriculum, both pre and inservice teacher education programs must include it as a priority item for preparing teachers. This requires that administrators at all educational levels must themselves be committed to the concept.

The Educational Environment for Multicultural Education

For multicultural education to develop into a viable educational enterprise, the educational environment itself must also be representative of the culturally pluralistic society. "A monocultural faculty, student population, and curriculum do not possess the ingredients required for multiculturalism."47The environment is as equally as important as the training skills required in preparation of educators to work in multicultural settings.

AACTE's statement, No One Model American, indicates the need for teacher education institutions to actively initiate programs for preparing teachers to teach in a multicultural model, and states the essential criteria for assessing the evidence of an institution's commitment to multicultural teacher education:

Colleges and universities engaged in the preparation of teachers have a central role in the positive development of our culturally pluralistic society. If cultural pluralism is to become an integral part of the educational process, teachers and personnel must be prepared in an environment where the commitment to multicultural education is evident. Evidence of this commitment includes such factors as a faculty and staff of multiethnic and multiracial character, a student body that is representative of the culturally diverse nature of the community being served, and a culturally pluralistic curriculum that

31 accurately represents the diverse multicultural nature of American society.

Multicultural education programs for teachers are more than special courses or special learning experiences grafted onto the standardprogram. The commitment to cultural pluralismmust permeate all areas of the educational experienceprovided for prospective teachers.48

Asa Hilliard, Dean at San Francisco State University,identifies the following seven requirements formulticultural teacher education:

1. The program must provide fqedbackon candidate behavior, 2. The clinical setting must containa multicultural pupil population, 3. The clinical context must involvea multicultural candidate class, 4. The clinical context must containa multicultural professional staff in public schools and training institutions, 5. The clinical context must contain staff who have demonstrated theirown ability in fostering growth in pupils from cultures different from their own 6. The clinical context must provideaccess to diverse communities, and 7. The clinical context must provide each candidate with multicultural contact over time.49

Paul Collins, Director of Teacher Corpsat California State University at Hayward, also empahsizes theimportance of minorities being represented in teacher educationprograms that are committed to multicultural education:

Each teacher education program should insure a mixture of racial and ethnic minorities within its student body, a representationof all major minority groups on its faculty, anO, field placements in multi-cultural settings.Ju Collins also states that "to insurea multicultural dimension to teacher education, the first stepmust be to include culturally

-21- diverse communities or neighborhoods in aprogram;51 and makes the following recommendation:

No matter how difficult, the university should reach as far as necessary to obtain school sites for student teachers which include ethnic, racial, and cultural diversity in school populations. In addition to the better known minorities, the Blacks, the Spanish-speaking (Chicano, Puerto Rican, or South American), the Native American, the Chinese or Japanese American, universities should diligently search for the pockets of people who are not commonly identified, but present in significant numbers in certain areas, the Samoans, the Phillippinos, the Arabs, theFrench Canadians.52

Multicultural education at all educational levels is thus not realized through the addition of a few courses, butin an environment that reflects and promotes cultural pluralism. Such a multicultural environment will increase the interaction among diverse groups as described in the statement from No OneModel American:

The positive elements of culturally pluralistic society will be realized only if there is a healthy interaction among the diverse groups which comprise the nation's citizenry. Such interaction enables all to share in the richness of America's multicultural heritage. Such interaction provides a means for coping with intercultural tensions that are natural and cannot be avoided in a growing, dynamic society.53

"Democratic pluralism will remain forever an abstractionunless our youngest citizens experiencein their lives the awareness of other cultures and other peoples within oursociety.54

-22- FOOTNOTES

1 Madelon D. Stent, William R. Hazard,and Harry N. Rivilin, Cultrual Pluralism in Education: A Mandate for Change (New York:Appleton-Century- Croft, Meredith Corporation, 1973),p. vii.

2 Stan Steiner,LaRaza: The Mexican Americans (New York: 1968), p. 213. Harper & Row,

3 John Aragon, "An Impediment to CulturalPluralism: Culturally Deficient Educators Attempting to Teach Culturally Different Children,"Cultural Pluralism in Education: A Mandate for Change,p. 78. 4 "Certain American Truths," Report ofthe Task Force on Human Rights (Washington, D. C.: National Education Association,1968), pp. 3-28. 5 William Hunter, ed., MulticulturalEducation Through Competency-Based Teacher Education (Washington, D. C.: American Association ofUoJJeges for Teacher Education,1974), p. 12.

6 Ibid.,p. 14.

7 IsraelZangwill, The Melting Pot (New York: MacMillan & Co., 1909), P. 37.

8 Hunter, Op. cit., pp. 243, 344.

9 Ibid., p. 244.

10 Roots of America,(Washington, D. C.: 1975),p. 20. National Education Association,

11 Hunter,Op. cit., p. 15.

12 Ibid.,p.15.

13 Ibid.,p. 244.

14 James A. Banks, "CulturalPluralism: 1975, pp. 3-19. Implications for CurriculumReform,"

15 Bai.baraA. Sizemore, "Separatism: A Reality Approachto Inclusion?" Racial Crisis inAmerican Education, Robert L. Graan, ed.(Chicago: Educational Corporation,1969), pp. 249-279. Follett 16 Carl A. Grant, ed.,Sifting and Winnowing: An Explorationof the Re- lationship BetweenMulti-Cultural Education and CBTE (Madison,Wisconsin: Teacher Corps Associates,University of Wisconsin-Madison, 1975),p. 6.

-23- 17Hunter, Op. cit., p. 244.

18Roman Pucinski, "Ethnic Studies and Urban Reality," Pieces of a Dream, Michael Wenk, S. M. Thomasi, and Geno Baroni, eds. (New York: The Center for Migration Studies, 1972), p. 76.

19 Seymour W. Itzkoff, "Curriculum Pluralism in Urban Education," School and Society (November 12, 1966), p. 385.

20 Michael Novak, "One Species, Many Cultures,"The American Scholar, Vol.

43. No. 1 (Winter 1973-74), p. 119.

21 Elementary and Secondary Education Act of 1965, Title IX, As Amended by the Education Amendments of I974.

22 U. S. Congress, Elementary and Secondary Education Act of 1965, Title IX, As Amended by the Education Amendments of 1972 and 1974, Sec. 901.

23 Banks, Op. cit.,pp. 17, 18.

24 Grant, Op. cit., pp. 2, 3.

25 Robert B. Howsam, Dean C. Corrigan, George W. Denemark, and Robert J. Nash, Educating a Profession (Washington, D. C.: American Association of Colleges for Teacher Education, 1976), p. 23.

26 "No One Model American," Journal of Teacher Education (Winter 1973) pp. 264, 265.

27 Banks, Op. cit.,p. 19.

28 Hunter, Op cit., p. 246.

29 Educational Neglect: Thirteenth Annual NEA Conference on Civil and Human Rights in Education, (Washington, D. C.: National Education Association, 1975), p.54.

30 Hunter, Op. cit.,p. 246.

31 Banks, Op. cit.,p. 23.

32 B. Othanel Smith,Teachers for the Real World (Washington, D. C.: American Association of Colleges for Teacher Education, 1969),p. 6.

33 James Baldwin, "A Talkto Teachers," Teaching Multi-Cultural Populations-- Five Heritages (New York: Van Nostrand Reinhold Co., 1971), pp. 83, 84.

34 Aragon, Op. cit.,p. 79.

35 Hunter, Op. cit.,p. 247.

-24- 36 James A. Banks, Teaching Ethnic Studies--Concepts and Strategies (Washington, D. C.: National Council for the Social Studies, 1973), pp. vii, viii. 37 Mildred Dickeman, "Teaching Cultural Pluralism," Teaching EthnicStudies- Concepts and Strategies, pp. 20, 21. 38 Banks, 1975, Op. cit., p. 22. 39 Ibid., p. 23. 40 Ibid., p. 23.

41 Ibid., pp. 26, 27. 42 Hunter, Op. cit., p. 246. 43 Smith, Op. cit., p. 5. 44 Hunter, Op. cit., pp. 250-51. 45 Ibid., p. 247. 46 Howsam, Op. cit., p. 23. 47 Carl J. Dolce, "Multicultural Education--SomeIssues," Journal of Teacher Education (Winter 1973),p. 283. 48 No One Model American, Op. cit.,p. 264. 49 Asa G. Hilliard, "Restructuring TeacherEducation for Multicultural Imperatives," Multicultural EducationThrough Competency-Based Teacher Education, pp. 49-51. 50 Paul V. Collins, "Multi-CulturalEducation, Competence-Based Teacher Education, and the Community,"Sifting and Winnowing An Exploriation Relationship Between Multi-CulturalEducation and CBTE,p. 205. 51 Ibid., p. 201. 52 Ibid., p. 201. 53 No One Model American, Op cit.,p. 264. 54 Donald K. Sharpes, "Residence and Race in Education:Conflict in Courts and Communities," Journal of Teacher Education (Winter 1973),p. 292.

-25- CHAPTER 2

BIBLIOGRAPHY OF ERIC DOCUMENTS RELATED TO MULTICULTURALEDUCATION AND ETHNIC STUDIES IN THE UNITED STATES

THE MATRIX DEVELOPMENT

The matrix (Table 1) used for the classificationand analysis of materials included in this bibliography was originallydeveloped by the staff and National Advisory Council of the EthnicHeritage Center for Teacher Education. This is one of the ways in which materials in the Center's collection are classified.

The terms listed on the left-hand side of the matrixclassify a document by its use. These five terms are defined as follows for the matrix and the arrangement ofdocuments in the bibliography:

Concept Materials: general conceptual research discussion of multicultural education and ethnic studies. These would be used as background materials for defining multicultural education or ethnic studies, as a rationale for the development of programs and materials in this area. The concept materials are subdivided into (a) teacher education documents which specifically discuss teacher training programs and include a model of a program, a list of competencies, or a description of teaching methods to be utilized in teaching multicultural education or ethnic studies; (b) general documents which include research descriptions and discussions as well as discussions of the need for the inclusion of multicultural and/or ethnic studies materials and programs in schools; (c) report documents which are reports of programs related to either multicultural education or ethnic studies; and (d) survey documents which discuss the implications of ethnic studies programs or ethnic student populations surveyed.

Classroom Materials: specifically designed for use by students in a classroom situation. This section

ori ° ' -26- TABLE 1

MATRIX FOR THE CLASSIFICATION OF DOCUMENTS

CONCEPT MATERIALS Teacher Education General Reports Surveys

C LASSROOM MATE RIA LS Teacher Education Pre school/E lementLry Junior High/High School C olles e

CURRICULUM MATERIALS Preschool/Elementary JullcCrF71*h High School College Teacher Education General

PROGRAM MATERIALS Teacher Education College Non-College

OTHER Bibliographies Directories is subdivided according tothe student populations for which the materials were prepared: (a) teacher education; (b) preschool/elementary; (c) junior high/ high school; or (d) collegestudents.

for the Curriculum Materials: designed to be used by a teacher instruction of students. This section is further divided according to the grade level with which the materials are tobe used: (a) preschool/elementary; (b) junior high/high school;(c) college; (d) teacher education classrooms; and(e) general. The general curriculummaterials include those that are eitherprimarily teacher reference or guides for aK-12 program.

in multi- Program Materials: describe programs and courses cultural education or ethnicstudies for (a) teacher education, (b) other college programs, and (c)non-college levels. These could be used by thereader as guides in developing their own multicultural or ethnic studies programs.

Other Materials: include (a) bibliographies and(b) directories of multicultural andethnic studies materials and programs.

The terms across the top ofthe matrix describe the ethnic orientation of the document abstractsbeing examined. These seven terms are defined as follows forthis classification scheme:

(2) an Multicultural: (1) more than one ethnic group, or educational process oriented towardthe cultural enrichment of all personsthrough programs that help individuals(a) clarify their ethnic identity and function effectively within their own ethnic community, and (b) recognize andaccept individuals who belong to other ethnic groups and functioneffectively within other ethnic cultures.

(2) Afro. American: (1) Americans of African descent, or educational programs examining theculture and/or history of Afro Americans.

39 -28- Mexican American: (1) Americans of Mexican descent, (2) education programs examining the culture and/or history of Mexican Americans.

Native American: (1) Americans of American Indian Descent, (2) educational programs examining the culture and/or history of Native Americans.

Other Ethnic Groups: American ethnic groups other than the three previously defined. (There were documents related to Puerto Rican and Jewish Americans.)

Bilingual: (1) educational program that utilizes English and the native language of students in the total school program, and/or (2) includes the cultural aspects of the non-English speaking ethnic group.

Other Countries: Multicultural or ethnic programs in a country other than the United States.

ARRANGEMENT OF DOCUMENTS

Abstracts of the selected ERIC documents are arranged in five major sections based on the matrix classificationas follows:

(1) Concept Materials

a) Teacher Education b) General c) Report (d) Survey

(2) Classroom Materials

(a) Teache. Education (b) Junior High/High School

(3) Curriculum Materials

(a) Preschool/Elementary (b) Junior High/High School (c) College

(4) Program Materials

-29- (a) Teacher Education (b) College (c Non-College

(5) Other Materials

(a) Bibliographies (b) Directories

ETHNIC IDENTIFICATION

All abstracts are also identified by the ethnic group being described or discussed in the document. The ethnic identification is located by two letters found on the right hand side above the first line of each bibliographical entry. The key for the five ethnic identifiers is as follows:

MC Multicultural AA Afro American MA Mexican American NA Native American OE Other Ethnic Groups

The abstracts for neither the documents about bilingual education nor the documents about programs in other countries areincluded in the annotated bibliography that follows.

The ERIC bibliographic citation for earn entry includes the following information: author; title; institution or publisher; date of publication; number of pages; ED (ERIC index) number; and, by the inclusion or ommission of the acronyms MF (microfiche) and HC (hardcopy--xerox), an indication of the availability of the document in these forms from the ERIC Document Reproduction Service (EDRS). (An EDRS order form is appended to this publication.) If a document is marked "Document Not Available from EDRS," the address of where the document can be obtained is included in the citation. CONCEPT MATERIALS

TEACHER EDUCATION

MA Garcia, Ernest F. Chicano Cultural DiversityiImplications for CBTE. 1974. 24p. ED 091 37 MF & HC

This paper focuses on the competencies that teachersneed in working with Chicano children by describing the culture filterconcept, discussing cultural pluralism, and stressing the importance ofa competency-based teacher education (CBTE) program specifically relatingto the Chicano. The culture filter concept suggests using knowledge of culturalfactors to ar- range an environment where children perceive themselves positively toen- hance learning. The discussion on cultural pluralism emphasizes, the_dif- ferences within a cultural group and suggests thatthe teachers focus on the needs of each subgroup. Next, the importance of CBTE programs in the education of Chicano is stressed. Requirements to prepare candidates to teach effectively in a culturally diverse societyand illustrative performance objective for CBTE candidates are presented. The author concludes that cultural differences can hinder learning whenthe conditions do not accommodate those differences. Therefore, teachers need those competencies which will enable them to understand and utilizeaspects of cultural diversity which will increase changes ofsuccess for the learner. A 13-item bibliography is included.

MC Gayles, Anne Richardson. The Multicultural Approach to Designingan Effective Pro ram of Professional Laborator Ex 2riences. Paper presented at the Sout eastern Regional ssociat on ofeac er Educators meeting (Orlando, Florida, November 7, 1975). SP 009 671; ED to be announced in April RIE MF & HC

This paper proposes the restructuring of preserviceprofessional laboratory programs to make these preservice experiences meaningful for prospective teachers of students whose racial, social,religious, and cultural backgrounds differ from the mainstream. Professional laboratory experiences are defined as learning activities in which theprospective teacher is able to observe teachers and pupils at work, perceive teaching acts or events with understanding, and become directly involved in carrying out the process of teaching. It is stated that a multicultural professional laboratory program provides an ideal opportunity fordirecting prospective teachers toward the development of self-analysisand self-improvement as teachers and as students, thereby promoting discoveryof their strengths as teachers and revealing how to capitalize upon them in theprocess of learning how to function and adjust ina culturally diverse society. The competencies necessary for effectively teaching students ofdifferent cultures are listed, as are the basic assumptions underlyinga multicultural approach to professional laboratory experiences, thecharacteristics of a multicultural professional laboratoryprogram, factors to be taken into 4 2 -31- consideration when designing such a program, and concepts and strategies for program implementation.

MC Hernandez, Norma G. Multicultural Education and CBTE: A Vehicle for Reform. 1974. 25p. ED 091 386MF & HC

This paper, which focuses on competencies needed to teach in a culturally diverse society, discusses three basic goals that are acceptable to a wide range of individuals, describes a model that is designed toprovide instructional experiences that enable teachers to understand and respect different value systems, and discusses why competency-based teacher education(CBTE) should be used to teach in a culturally pluralistic society.The goals which can be interpreted as specific behaviors by educational groupsinterested in working in various settings, include the following: (a) recognizing the importance of cultural identification to the development of a strong sense, of individual identity, (b) recogrizing that a student's first language is a positive factor in learning, and (c) recognizing that a student's heritage must be preserved. Next, the model of the sociocultural component for training teachers at the University of Texas is discussed. Finally, reasons why CBTE should be used as a strategy in multicultural education are discussed. They include the following: (a) CBTE recognizes individual differences as positive factors in learning; (b) CBTE offers accountability in relation to multicultural education; (c) CBTE has a wide range of sources that a systems approach requires in terms of input; and (d) CBTE presents a vehicle for reform in terms of affective feedback and mastery learning.. A 19-item bibliography is included.

MC Hilliard, Asa G. Restructurin Teacher Education for Multicultural Imperatives. 1974. p. DI. 380MF & HC

This paper states that the real issue in multicultural education is to gain clear sense of cultural dynamics as they affect education and to develop effective strategies for guaranteeing real equity in educational opportunity for all. The author discusses some essentials of multicultural education. First, the following nine essential considerations should be contained in multicultural education programs: (a) the teaching process is always a cross cultural encounter; (b) all teaching tools are culture bound; (c) the classroom is a potent matrix; and (d) the teacher must understand that all minds are equally complex. Second, teachers must develop the following skills to teach students from other cultures: (a) the ability to communicate; (b) the ability to diagnose knowledge and capabilities; (c) the ability to evaluate the professional literature bearing upon multicultural education problems; (d) the ability to diagnose oneself; and (e) the ability to recognize cultural equivalencies. Third, three basic attitudes that should emerge as teachers work cross-culturally are described in sevenessentials. The author concludes that there is hope for success in improving the ability of teachers to work with children from different cultures if training programs give the highest priority to this problem and if the successful cross-cultural experiences of teachers of all races and socio-economic background are used as a guide. (A 17-item bibliography is included.)

-32- 4 :3 MC Hunter, Willian A., ed,Multicultural Education Through Competency- Based Teacher Education. American Association of Colleges for Teacher Education, Washington, D.C. 1974. 283p. ED 098 226MF & HC

This publication is the result of a Multicultural Education/Competency Based Teacher Education (M/CBTE) project which, among other objectives, sought to bring together the findings of separate studies, projects, and research efforts. The project proposed to take a broader approach to the overall problem of quality education by seeking to identify generic concerns and needs common to all ethnic groups and diverse cultural situations. The project at the same time sought to identify those needs felt to be unique or more relevant to certain cultural circumstances and situations than others. Part 1of this document is in the form of a prologue; it is entitled "Antecedents to Developments of and Emphasis on Multicultural Education." Parts 2-5 were written by four educators and/or teams from the Black American, Spanish-speaking American, and Native American academic communities who were invited to contribute. Part 2 treats teacher competencies from the perspective of the Black American educator. Part 3 treats teacher competencies from the Spanish-speaking educator's perspective (including views of Puerto Rican Americans, Chicano Americans, and Cuban Americans). Part 4 treats teacher competencies from the perspective of the native American, recognizing the divergencies of views among the nearly 300 tribal groups. Part 5 seeks to identify teacher competencies common to all groups as well as those recognized in the general society as evidence of accepted requirements and standards.

NA Kalectaca, Milo. Competencies for Teachers of Culturally Different Children: Teacher Competencies for Teachin Native American Children. Paper prepared for Writing Conference on uiticu turaEducat on, B Teacher Competencies Effective with Youth from Different Cultural Groups (June 1974). 18p. ED 091 379 MF & HC

This paper discusses competencies needed for teaching culturally different children. First, competencies are discussed that enable the teacher to gain community support and maneuver within the students environment in the community. Proficiencies needed for teaching language, history, and religion are described. Second, a preservice instructional program is described which focuses on giving a total picture of the Indian child in the home and school on environment. Seven general competencies and several specific competencies in the areas of instruction, community, and student-teacher relationship for the teacher intern are listed. Third, 13 competencies for teaching in a multicultural society are presented which include recognizing that all cultures have the same human needs, helping students understand their values and attitudes, and instilling in students an appreciation of human diversity. Finally, an ideal competency-based teacher education (CBTE) program for teaching in a culturally diverse society is described, and seven basic characteristics of CBTE are discussed. The author concludes that the goal of CBTE should be to provide the kind of trainees for differentiated staff positions who are supportive of the innovative changes needed for effective educational development. An 8-item bibliography is included.

-33-

4 MA Klingstedt, Joe Lars. Teacher of Middle School Mexican American Children: Indicator of Effectiveness an mp ications. 972. 47p. ED 059 88 FIT- R HC

A summary of research and related literature on the problem of identifying indicators of teacher effectiveness. Publication is divided into three sections: (1) traditional indicators of teacher effectiveness in terms of good teaching procedures (e.g., positive reinforcement) and desirable personality characteristics (e.g., ability to set a favorable climate for teaching); (2) new trends in identifying indicators of teacher effectiveness (e.g., development of systems models and microteaching); and (3) implications for teacher education in the form of a teacher education model--with suggestions for further study.A bibliography of 83 citations is included.

MC Mazon, M. Reyes. Community, Home Cultural Awareness and Language Training (CHCALT): A Design for Teacher Training in Multi-Cultural Education. A program outline for the Bilingual/Cross-Cultural Specialist Credential. San Diego State Univ., Calif. Inst. for Cultural Pluralism. 1974. 8p. SP 009 649; ED to be announced in April RIE MF & HC

The Institute for Cultural Pluralism, a resource facility in multicultural education in the School of Education at San Diego State University, has been assigned to develop the Bilingual/Cross-Cultural Specialist Credential (BCCSC) Program plan. The basis of the BCCSC Program is the Community, Home, Cultural Awareness, and Language Training (CHCALT) model. The CHCALT model is based on nine features, which are considered essential to any\multicultural education program. Incorporating these nine elements as the major goals of the program, the CHCALT teacher training model is divided into the following four basic components: (1) philosophy of education for the culturally and linguistically different, (2) sociocultural awareness, (3) oral language and assessment techniques, and (4) diagnostic and prescriptive strategies.These components make up the four phases used in the implementation of the CHCALT training model. (The four phases of the CHCALT teacher training model are discussed in detail. The appendix presents diagrams of the CHCALT model.)

NA Miller, Louise. A Need for a Competency Based Teacher Education for Native Americans. Position Paper. 1974 25p. ED 091 387MF & HC

This paper addresses: (a) problems in the education of Native Americans caused by prejudice and the coercive assimilation policy of the federal government, and (h) the need for improvement of education for Indians. The prime requisites for change must be generated in a climate of willingness on the part of educational institutions to assume responsibility of their role as change agents and validate the definition of educational expectations, needs, and priorities as defined by the Indian community. Those definitions of educational needs by the Indian community should then be processed into

4:, -34- existing teacher training programs as viable and essential components in the teacher training process. One of the most comprehensive models that deal with the training for the ethnicallydifferent child is being developed at the Institute for Cultural Pluralism, San Diego State University. It is composed of four basic components: (a) philosophy of education for the culturally and linguistically different, (b) sociocultural awareness in the home and community, (c) oral language and assessment techniques, and (d) diagnostic and prescriptive strategies. The competency statements of this program are included in the paper, as is a brief bibliography.

MC Mortenson, W. Paul; Netusil, Anton J. Attitudes of Prospective Teachers toward the Culturally Different. 16p. MF & HC

This study examined whether or not prospective elementary school teachers can become more positively oriented toward culturally different children after taking teacher education courses that focus on teaching these children. Two groups were taught two courses dealing with disadvantaged youngsters. Group A took the course during the summer and did not haveany interaction with such children. Group B took the courses during two consecutive fall and winter quarters and worked with culturally different children. Students were ad- ministrered questionnaires which dealt with their feelings about minority people both before and after the courses. Conclusions were that students who taught courses about minorities without having real-life experience with them became more prejudiced. Students who worked with minority people became less prejudiced in general. Results indicated that practicum experiences of student teachers should include interaction with children not of the dominant culture if the teachers are to avoid looking downon them or expecting them to fail. This is particularly important because children often live up or down to the expectations of their teachers.

MC Pettigrew, L. Eudora. Competenc/Based Teacher Education: Teacher Training for Multi-Culturaleducation. 1973. 38p. ED 092486 MF & HC

This paper defines competency based teacher education (CBTE) and discusses relevant competencies, some problems and issues, andsome assessment strategies. Competencies for all teachers and nine competencies for teachers working ina multicultural setting are listed. Problems discussed include the following; (a) professional educators ignore the problem of ethnic pupils' school achievement; (b) teacher behavior fosters pupil behavior that fulfills the culturallydeprivedexpectation; and (c) teachers hold biased sterotypical views of minority pupils.The discussion on assessment strategies includes the following topics: (a) assessment of cognitive and behavioral skills, (b) behavioral assessment strategies, (c) behavioral objectives, (d) instructional stategies on designing a learning environment, and (e) evaluation as a tool for collecting data to optimize the system. The author concludes that training institutions should facilitate an educational policy which promotes the following; (a) conducting scientific analyses of learning tasksand designing teacher functions to maximize the probability of achievement, (b) redesigning teacher functionswith the CBTE model, (c) instructing teachers in the pros and cons of reinforcement practices, (d) designing internships for teachers,

-35- 46 (e) providing instruction on teacher expectancies of minority pupils and the ramifications of teacher behavior, and (f) instructing teachers in the evaluation of pupil performance on a pre-post performance continue.

NA Potts, Alfred M.; Sizemore, Mamie. Developing Curriculum For Indian Children. Adams State College, Alamosa, Colo. 1964. 141p. ED 012 188

This workshop report was prepared as a guide for teachers of Indian children in the four corners area of Arizona, Colorado, New Mexico, and Utah. A brief description is given of the history and development, up to their present status, of UTE Mountain Utes, Southern Utes, Jicarilla Apaches, Pueblo Indians of New Mexico, and Navajos. The stated purposes are to provide teachers with insights into problems of educating these children and to provide knowledge of their different cultural backgrounds, learning and behavior problems, and values. Problems inherent in their cultural translation are discussed to indicate areas of needed understanding, foremost among which is developing the ability to communicate effectively in English. Several methods for teaching English are described, both for beginners and for upper-grade students. Short sections discuss methods of teaching social studies, arithmetic, and science. Problems of intelligence and achievement testing are discussed. The publication emphasizes that these children should be tested only when a definite purpose is to be served and then with great care, since most standardized tests do not indicate accurately the capabilities of Indian children. Many bibliographies, references, and teaching aids are given.

MC Sullivan, Allen B. Cultural Competence and Confidence: A Quest for Effective Teaching in a Multicultural Society. Position paper for the American Association of Colleges for Teacher Education, Competency Based Multicultural Project Conference (Norman, Oklahoma, June 1974.)28p. ED 091 388MF & HC

In order to develop teachers who are able to provide effective education to all youth in general and culturally distinct youth in particular, it is necessary that teachers have a commitment to the goal of effective education for all and that they meet this goal by demonstrating competence in the mani- pulation of content in cultural context. Historically, educators have agreed that: (a) schools should be concerned with the process and the product of education; (b) affective learning should be stressed as much as cognitive learning; (c) the focus of schooling should be on the development of the student as a social and civic human being; and (d) students should learn the basic values claimed by the "American Culture." However, many would agree that the goals expressed by American educators are rhetoric rather actual educational practice, especially as they relate to the education of students who are members of minority groups. Competency-based teacher education may be a way of aligning rhetoric with reality because it distributes the responsibility for more effective education throughout the educational system. 4 7

-36- Effective teachers must be able to demonstrate knowledge in the following areas: (a) the visibility of minorities, (b) racism of society, (c) language and the minorities, ( d) innovation and minority education, (e) the affirmation of minorities in education, (f) the community and the schools, (g) curricula in minority education, and (h) the preparation of teachers fora polychromatic society.

MC Ulibarri, Mari-Luci. In-Service Teacher Education in a Tri-Ethnic

Communit : A Partici ant-Observer Stud . Ph. D. dissertation, Uni- versity o ewexlco, A uquerque. I. 259p. ED 044 680 MF & HC

An urgent need was felt for broader implementation of processes similar to those indicated in this study to help reorient teachers effectively, quickly, and as painlessly as possible so that theycan better meet the needs of the Spanish surnamed and the Indian Americans enrolled in publicschools. Six prime questions were involved during the implementation of thisin-service education model in a tri-ethnic community: Will there be satisfication with traditional curriculum when cultural differencesare understood? Is it possible to develop an awareness of a person'sown needs which may be in conflict with the student's needs?To what extent will self-evaluation help in understanding techniques and. methods used with students? Will needs for special materials, techniques, and community involvement be apparent and understood by the school personnel? Will an in-service program be able to initiate required curriculum changes?What are the results of the total project? In summarizing, the author emphasizes that meaningful social changes in school programming activities can occur. A base-line direction for change can be established; a project such as the model describedcan set such a base-line program of recommendations. The author feels that personnel in schools with students from minority groups should know about theprocesses described here.

MC Wynn. Cordell. A Position Paper on Teacher Competencies for Cultural Diversity in Connection with the AACTE Multicultural Education /Com- petency -Based Teacher Education Project. 1974. 29p. ED 091 389 MF & HC

The objective of teacher education programs should be to assistpro- spective teachers in developing competencies needed to intervenesuccess- fully in the development of youth from diverse culturalbackgrounds. This objective has a number of implications for teacher educationprograms and for school curriculum at all levels. Teacher education institutions must: (a) develop programs that reflect the d'finedskills, attitudes, and experiences required of individual living and learnir in a pluralistic society: (b) replace subordinate content objectives withbehavioral objectives: (c) employ, in the full range of positions, faculty and administrators from all ethnic groups; (d) implement training components that provide for competencies needed in cross/cultural and minority teaching/learning situations;and (e) assist school districts in establishing teaching/learning effectivenesscenters to provide for the upgrading of professional competencies in the cognitive do- 43

-37- main and to combine creativity with the ability to be a resource to the learning process for all youth in a pluralistic society.The schools must (a) adopt a philosophy of continuous progress, (b) select instructional resources that will reflect multicultural education,(c) relieve the teacher of nonteaching functions, and (d) provide opportunities within the school for the child to apply rational thinking to real problems of living in a culturally diverse society. (This document contains a 2-page bibliography and glossary of competency-based teacher education terms.)

GENERAL

MA Ainsworth, C. L. ed. Teachers and Counselors for Mexican American Children. Southwest Educational Development Lab., Austin, Tex.; Texas Technological Coll., Lubbock. 1969. 137p. ED 029 728 MF & HC

The main problems confronting teachers of Mexican American children are the language and cultural barriers. Mexican American children are often limited in communication skills in both Spanish and English and hold different values and life styles than the Anglo American teacher. The "live now" attitude, which is characteristic of Latin cultures, instead of putting off gratification of desires that is part of the Protestant ethic, frustrates many teachers. Teachers, preferably from Spanish-speaking background, should be trained in both Spanish and English. Historical origin and background, cultural characteristics and basic values and aspirations of the Mexican American culture, as well as linguistics, should be included in teacher education. School counselors should possess guidance skills to help solve Mexican American students'problems of role acceptance, self-concept, and social values. Finally, in the acculturation of the culturally disadvantaged Mexican American, a pluralistic goal is desirable which maintains the existence and identity of the minority instead of assimilationist aims. Included is a 75-page bibliography.

AA American Council on Education, Washington, D.C. The Campus and the Racial Crisis. Background papers presented at 52nd Annual Meeting of the American Council on Education, Washington, D.C., (Oct. 8-10 1969). 139p. ED 032 860 Document Not Available from EDRS.

The background papers for this meeting deal with the university's response to social turmoil in the United States, primarily in the areasof black enrollments and black studies. Todd Furniss discusses the issues motivating demands for black studies. In "Racial Pressures or Urban In- stitutions," Samuel Proctor describes the impatient mood of blacks, their frustrations with conventional university behavior, and the challenges of "relevance." Lincoln Gordon writes of the difficulties of governance amid conflicting pressures. Thomas H. Eliot describes Washington University's response to demonstrations and demands. "Racial Considerations in

-I 9 -38- in Admissions" are documented and analyzed byAlexander Astin. David Brown discusses which investments of financialresources would be most productive in solving the racial crisis. How the university curriculum should respond to larger black enrollments is examined by AmitaiEtzioni in a discussion of alternative kinds of academicprograms. Finally, Harold Enarson outlines the university's opportunities toimprove the quality of urban life in "Higher Education and Community Services."

NA Arizona State University, Temp. Bureau of Educational Research and Services. New Horizons for Indian Education Conference (9th,Arizona State Uni- versity, Mardi 22-f3, 1968). Arizona State Univ., Tempe. Indian Education Center. 1g68. 47p. ED 027 981 MF & HC

Innovative programs have been undertakenat several reservation schools to meet the special needs of Indian students.Often, however, the cultural background of the student is neglected,and he is forced to adapt to an alien school system. This creates an especially difficult problemset for the student with a poor grasp of the Englishlanguage. Suggestions resulting from the conference for alleviatingthese problems include adoption of textsstress- ing Indian culture, increasedinvolvement of Indian parents in school functions, full participation by rural schoolsin available state and Federalprograms, and increased emphasis bycolleges and universities on Indian culture inteacher preparation courses.

MC Association for Childhood EducationInternational, Washington, D.C. Children and Intercultural Education: 1973. 73p. ED 092 649Available from Association for ChildhoodEducation International, 3615Wisconsin Avenue, N.W. Washington, D.C. 20016.

Children and Intercultural Educationculminates the Association for Childhood Education International'sthree-year emphasis ona project, "Neighbors Unlimited," in which thousands of members and their local branchesworked to broaden and intensify efforts toward bettering intergroup relations. This resource kit of three booklets is aimed at those educating children in thehome, in school or through otherprograms, and at those whose concern is in making intercultural educationan intergral part of all learning. Part I gives the reader insight into how minoritiesfeel about themselves. Part 2 develops the concept of cultural pluralism, framesthe need for development of cultural awareness in children at an earlyage, and states the importance of second- culture experiences. Research related to children's prejudicesis explored; implications are considered. In Part 3, 11 educators examinethe content of programs and practices that may make minoritiesfeel unwelcome and inadequate in the classroom. Attention is also focusedon the identity crises faced by the Black, Chicano and Puerto Ricanchild; myths about Native Americans; and testing and evaluating. Questions of busing and multiculturalinstructional materials are discussed.

50 -39- MC Banks, James A. Cultural Pluralism: Implications for Curriculum Reform. Revised version of paper presented at the Conference on Pluralism in a Democratic Society sponsored by the Anti-Defamation League of B'nal B'rith (New York, New York, April 1975). 33p. ED 109 270MF & HC

This paper asserts that neither the cultural pluralist nor the assimilationist ideology can adequately guide curriculum reform, and advocates the adoption of a pluralist-assimilationist ideology. The pluralist-assimilationist assumes that while the ethnic group and the ethnic community are very important in the socialization of individuals, individuals are strongly in- fluenced by the common culture during their early socialization, even if they never ,eave the ethnic community. The primary goal of the curriculum, according to this ideology, should be to help children learn how to function more effectively within their own ethnic culture, within the wider common culture, and within other ethnic communities. The pluralist-assimilationist also assumes that ethnic minorities do have some unique learning styles,although they share many learning characteristics with other children. It is held that curriculum reform must have several major goals: (1) to help individuals to clarify their ethnic identities and to function effectively within their own ethnic communities; (2) to discourage ethnic ethnocentrism;and (3) to help students to develop the ability to make reflective decisions so that they can resolve personal problems and undertake effective social action. Ethnic studies should be viewed as a process of curriculum reform.

MC Banks, James A. Ethnic Studies as a Process of Curriculum Reform National Academy of Education, Stanford, Calif.; Paper presented at the Anti-Defamation League of B'nal B'rith Conference on Cultural Pluralism (Tarrytown, New York, April 4-6, 1975). 38p. ED 110 377 MF & HC

There are several widespread assumptions about ethnic studies which have adversely affected the development of ethnic studies programs in the schools. Five of these assumptions are that ethnic studies are (1) the study of ethnic minority groups, (2) designed for ethnic minorities, (3) supplementary to the curriculum, (4) the study of strange customs, and (5) the celebration of ethnic holidays. Instead, ethnic studies should be conceptualized as a process of curriculum reform that will result in the formulationof a new curriculum with novel assumptions, goals, and means. Three major interdependent goals for curriculum reform and ethnic studies include helping individuals to clarify their ethnic identities and function effectively within their own ethnic communities, to develop a sensitivity to and understanding of other ethnic cultures and to function effectively within them, and to develop the ability to make reflective decisions on social issues and to take effective actions to resolve social problems. With these goals in mind, ethnic studies should become a study of historical and contemporary social events from a multiethnic perspective rather than from an Anglo-American perspective. Specific steps and teaching strategies which social studies teachers can take to implement a multiethnic social studies curriculum are outlined.

-40- MC Baty, Roger M. Education for Cultural Awareness. Bulletin Series in School Desegregation. University of California, Riverside. Western Regional School Desegregation Projects. 1971. 33p. ED 056 153 MF & HC

In discussing cultural awareness, this report points out the needs for teacher education in this area. The report questions the utility of the melting-pot image for America; it expressess the belief that ethnic, racial, and cultural differences do exist, and that educators ought to recognize, value, and reward these differences.The multiethnic or pluralistic model is proposed as a more relevant educational model for the 1970's. Work in training teachers in this area is described.

MA Benitez, Mario. A Blueprint for the Education of the Mexican American. Paper presented at the Annual Convention of the Comparative and Inter- national Education Society, San Antonio, Tex., March 25-27, 1973. 9p. ED 076 294 MF & HC

A blueprint for the education fo the Mexican American is proposed in this paper, incorporating what has been learned from past failures. It is based on the philosophical assumptions that (1) bilingualism is an asset and not a liability and (2) education must be planned for each child according to his needs. Five basic curriculum reforms conducive to better performance by the Mexican American are proposed. These include (1) assessrhont of language competency, (2) the attitude toward the Spanish language of the Southwest (3) the use of Spanishas a vehicle of learning, (4) the emphasis on oral language development, and (5) the reevaluation of testing instruments. Some of these reforms have been in operation on a limited basis through Title I, Title III, or Title VII Federal funds.

OE Best, Billy F. From Existence to Essence: A Conce tual Model for an A alachian Studies Curriculum. Ed.D. Dissertation, University of assac usetts. Availab e rom Inter-Library Loan from University of West Virginia. 1973. 186p. ED 108 815Document Not Available from EDRS

Comprised of four chapters, this dissertation explores the existential premise "existence precedes essence" as applicable to development ofa conceptual model for an Appalachian studies curriculum. Entitled "Personal Considerations: Pedagogy of a Hillbilly", the 1st chapter details the conflicts between the Appalachian institution of the extended family and that of the public schools, Chapter 2 reviews and comments upon the differing interpretations of Appalachian history and culture. Divided into 5 components, the 3rd chapter presents the following philosophical considerations: (1) existenceas a self (conception as the beginning of existence); (2) the self as formed and structured through interaction with institutions, individuals,

52 -41- and systems: (3) the self discovers itself (theological, psychological, and philosophical aspects of self discovery/rebirth); (4) the self defines itself (free will); and (5) the self transcends itself (conscious acts within a cultural setting of the self defining individual). Dealing with the practicalities of applying the "From Appalachians to Essence" model to ethnic groups in general and Appalachians in particular, Chapter 4 is divided into the following three cpmponents: (1) institutional refoim; (2) recall (suggestions for helping those victimized by miseducation); and (3) curriculum reform.

AA Blassingame, John W., ed. New Perspectives on Black Studies. University of Illinois Press, Urbaha, Ill. 1971. 243p. ED 086 7567-76cument Not Available from EDRS.

The essays in this collection have been compiled in an effort to answer some of the complex questions posed by Black Studies. Nathan Hare, Roger Rischer, June Jordan, Michelle Russell, and DeVere E. Pentony explain the rationale for Black Studies. They contend that such programs would help the Negro to form a clearer sense of his own worth and white men to accept him as a human being. They insist that such programs are essential in the formation of a black intelligentisia and efforts to improve the black community. The essays in Part Two focus on some of the problems involved in the establishment of Black Studies programs. Kenneth Clark and Stephen Lythcott debate the advisability of establishing programs which exclude whites. Eldon Johnson, Jack J. Cardoso, Clark, Eugene Genovese, W. Arthur Lewis, and John Blassingame call for a more dispassionate approach to the whole question. Joanna Schneider, Robert Zangrando, and Blassingame argue that the historian by his moral insensitivity or conscious efforts to support white supremacy has made the Negro the "invisible man" of American history. The Appendix contains a Model Program in Afro-American Studies prepared by several scholars. Discussing the rationale, the objective, and the courses which should be included in Black Studies, these scholars claim that their Model can be used as a point of departure for colleges which are planning or reviewing such programs.

NA Bureau of Indian Affairs (Dept. of Interior), Washington, D.C. Cultural Difference as the Basis for Creative Education at the Institute of American Indian Arts. 1971. 15p. SP 009 633; ED to be announced in April RIE MF & HC

The task of setting up and administering educational programs for the American Indian has been fraught with seemingly insurmountable problems and inbuilt frustrations for both the Indian population and the federal government. Many programs are now under way to increase Indian control of Indian affairs, including their own educational institutions. The Institute of American Indian Arts makes special curriculum provisions gradedto the special needs of Indian youth in an attempt to turn the potential disadvantage of the 53

-42- cultural transition to advance and to stimulateextensions of American Indian expressions in the arts. The underlying philosophy of theprograms is that unique cultural tradition can be honored andcan be used creatively as the springboard to a meaningful contemporary life.The Institute plans its programs around the special needs of the individualand attempts continuously to expand its understanding of student problemsas they emanate from Indian cultural origins. The school offers an accredited high schoolprogram with emphasis on the arts, and a college levelprogram as preparation for college and technical schools and employment in arts-relatedvocations. The age range of the student body is from 15 to 27. This method of dealing with Indian minority problems seems to hold promise of being an effective educationapproach for dealing with the needs of other minoritygroups.

MC Burger, Henry G. "Ethno-Pedagogy": A Manual in Cultural Sensitivity, with Techniques for Improving Cross-Cultural Teachingby Fitting Ethnic Patterns. Southwestern Cooperative Educational Lab., Albuquerque,N. Mex. 1971. 185p. ED 091 109 MF & HC

The document presents material and personnelto alleviate the ignorance of the nature and extent of ethnic differencesin the United States through applied educational anthropology. Using the term "ethno-pedagcgy" for the application of cultural anthropology to education, the chapters discuss: (1) the need for applied educational anthropology; (2)the plan of the manual: (3) the inadequacy of individualistic models forcross-cultural education; (4) how cultures make neighboring societiesdifferent; (5) how culture structures education; (6) the unpredictabilityof outcome when two cultures meet; (7) syncretism, the mutual compromise ofcultures; (8) how industrialism patterned the U.S. and spread from factoryto social life; and (9) the U.S. trend from melting pot to cultural pluralism. Chapters 10-17 discuss ethnic variables for: modification for cross-culturaleducation: domains of cognition versus affect versus psychomotion; communication;timing; space; social organization; ethics (the goodness of human nature);and causalty (the sense of environmental control). Additional chapters present: (1C) the redirectabilityof cross-cultural education; (19) a roster of educational problemscaused by ethnic differences; and (20) adapting the elements of educationcross-culturally. Chapters 21-24 give educational variables for teachingmethods, curricular subjects, and subject examples. The remainder of the document covers culturalpatterns of, and applications for, specific cultures (including Yankees).

MA Cabrera, Y. Arturo. Chicano Educational Priorities: Mindonv,Hash, or Poteourri. Paper presented at a workshop on Southwest EthnicGroups: Sociopolitical Environment and Education, El Paso,Texas, July 28, 1972. 10p. ED 071 814MF & HC

Mixed feelings about the state of theart in education and over the proposals for the education of Mexican Americansare expressed. Unforunately, the majority of college faculty make but fewchanges, and it is suggested that more change and innovation come from the public schools. Expressions of re- volt against the traditional curriculumhave not brought about significant change. So, the major problem continuesto be the perpetuation of a rigid curriculum; consequently, school peopleare viewed with suspicion. Further, 51-43- strong disagreement exists over specificsin Mexican American culture and Spanish language elements which may serve as abasis for curriculum change. And this is blurred by the lack ofclear or at least acceptable descriptions of characteristics that have application on alarger and universal scale. General guidelines are suggested for curriculumchanges for the education of Mexican American groups.

AA Calbert, Roosevelt; Epps, Willie J. Curriculum Change in Black Colleges VIII. A Report on a Cooperative Academic PlanningCurriculum Development Workshop (Bethune-Cookman College, Daytona Beach, Florida,June 5-8, 1974) Technical Assistance Consortium to Improve Coll,Services, Washington, D.C. 1974. 152p. ED 096 894 MF & HC

This publication includes the proceedings ofthe June 5-8, 1974 curriculum development workshop of the Cooperative AcademicPlanning (CAP) program. Emphasis is placed on curriculum change and improvement.Topics discussed include indicators for academic pluming; competency-basededucation; research center as a mechanism for strengthening academic programs;college reading and the content areas; innovative computer servicesfor colleges; and the problems, prospects, and promises for Black collegesoffering multicultural education. Abstracts of documents by 20 of the 25 CAP participatingcolleges and universities are included.

MA California State Department of Education,Sacramento. The Education of the the Mexican-American. A Summary of the Proceedings of theLake Arrowhead and Anaheim Conferences. Office of Education (DHEW), Washington, D.C. 1969. 19p. ED 050 844 MF & HC

Under the auspices of the California StateDepartment of Education, conferences were held in August of 1966 and Aprilof 1967 "by outstanding Mexican American educators" who brought forth questionsand proposed solutions to the need for a different kind of qualityeducation for the student of Mexican descent. This document summarizes those conferences,which dealt with all Mexican American students--immigrant children, thechildren of migrant workers, and the various generations of students living in homogeneouscommunities composed of persons of Mexican descent.The major thrust of the conferences was the"low educational attainment of the Mexican-American." Among the topics discussed were (1) the Mexican Americaneducation problem, (2) points of view on the place of Mexican American culture in California,(3) the status of current educational programs for Mexican American students,(4) curriculum modification for Mexican American students,(5) important considerations for Mexican American education programs, and (6) suggestions fordifferent levels of instruction. The document concludes with a discussion oncounseling and guidance, staff training, and school-community relations.

California State Department of Education,Sacramento. Bureau of Inter- group Relations. Kit of Materials for Needs Assessment andEvaluation. 1974. 59p. ED 099 442 MF & HC -44- 5) The items included in this kit represent a variety of needs assessment instruments and evaluation designs and methods offered by school districts in their plans for implementation of Article 3.3, Education Code Sections 13344-13344.4, school staff preparation in the history, culture, and current problems of racial and ethnic minorities. Some are appropriate for large districts, some for small. They show diverse thinking about objectives and measurement. They deal variously with the assessment of staff needs, with patterns of attitude and opinion, and with the evaluation of inservice content, presentation methods, and outcomes. Contents include: (1) A Statement on the Goals of Multicultural Education; (2) Form IR-303, Progress Report, School year 1973-4; (3) Staff Opinion Survey, (4) A Personal Questionnaire for Teachers of Chicano Students (Baldwin Park); (5) Pre-Program Survey of Course Expectations; Post-Course Survey of Expectations--Fulfillment (Santa Cruz); (6) Multicultural, Inservice Training Institute Needs Assessment Inventory; Post-Institute Survey (Canada College); (7) Five Questions for Teachers in Evaluating Multicultural Inservice Activities; (8) Evaluation Design for 3.3 Inservice Training Program (Riverside); (9) Design for Evaluation of District Inservice Plan (Fresno); and, (10) Needs Assessment, Objectives, Activities, Assessment-Evaluation (Oceanside).

MC Carpenter, John A.; Torney, Judith V. Beyond Melting Pot to Pluralism 1973. 23p. SP 009 687; ED to be announced in April RIE MF & HC

Assimilation of immigrants into the dominant culture of America helped to solidify a people, but at the same time the stimulation and opportunities for growth and change coming from a mixture of different people with different skills, values, and approaches to life were lost. Immigrants, particularly those from Eastern Europe, have been disparaged by ethnocentric writers. Children whose backgrounds are disparaged or ignored in public schools will feel badly about themselves, and children who have not been taught to appreciate and understand other peoples and cultures will grown up to be less adaptive and flexible adults. Early childhood may be the most promising time to teach children about other cultures, both domestic and international. Learning a second language can be particularly helpful in fostering cross-cultural appreciation. Teachers themselves should have multicultural training so that they can sensitively and comprehensively offer an instructional program that encourages appropriate attitudes as well as teaches facts.

MA Carter, Thomas P. Preparing Teachers for Mexican American Children, National Educational Association, Washington, D.C. ERIC Clearinghouse on Teacher Education; New Mexico State University, University Park.; ERIC Clearinghouse on Rural Education and Small Schools. Paper prepared the Conference on Teacher Education for Mexican Americans, New Mexico State University, February 13-14, 1969. 16p. ED 025 367 MF & HC

The school is presently the primary social institution directed by the community to assume a major role in taking steps to improve the Mexican American's status. The school has three possible advantages for action in correcting low school and societal achievement: (1) change the child, (2) change the school, or (3) change the social systems. Responsibility for 56 -45- such changes is passed on to the teachers. However, the teachers' failure to understand the interrelationships between culture, society, personality, and behavior often impedes this change. Thus, teacher improvement, in addition to other institutional changes, can contribute to raised Mexican American group status. Changes must occur in present teacher preparation programs, in teachers, and in schools. Cooperation between schools and teacher preparation institutions can produce changes which will ultimately trickle down to the real clients--children.

MA Casso, Henry J. The Siesta is Over. Paper delivered at the Education Conference "Improving the Preparation of Educational Personnel to Serve in School Systems Enrolling a Significant Number of Mexican American Students," New Mexico State U., February 13-15, 1969. 21p. ED 034 199 MF & HC

The author surveys the history of attitudes and approaches toward educating Mexican-Americans and reviews some of the most outstanding contributions in the field. "The Invisible Minority" (National Education Association, 1966) states that the most acute educational problem in the Southwest is that which involves Mexican-American children. Dr. Nolan Estes, Associate Commissioner for Elementary and Secondary Education, Senator Ralph Yarborough, and Commissioner Harold Howe II are among those quoted in this paper for their efforts to promote bilingual and bicultural education. The 1960 census for Texas revealed the Mexican-Americans to have the highest dropout rate and the fewest number of persons 14 or over completing school. Nearly one fourth of the Mexican-Americans in Texas 25 years old or over had not completed one year of education; close to 40 percent of the adults were functional illiterates (fourth grade completed or less). Mexican-American student demands in Los Angeles are similar to those voiced in Chicago and San Antonio. The author balances his description of some of the difficulties met with by educators and students with mention of some instances of progress. A listing of hearings and conference reports is appended.

MC Ciampa, Bartholomew J. Degradation: A Case Study Calling for Ethnic Education. 1974. 15p. SP 009 686; ED to be announced in April RIE MF & HC

Many credible sources refer to the various immigrant groups in a derogatory manner. Negative citations can be categorized in numerous ways. They might arise as a result on the geographic origin of the ethnic group; attraction to a particular occupation class; peculiarity of custom; religious or political affiliation; rate of delinquency, crime, or illiteracy; or physical appearance. The subtleties of degradation can take form in the seemingly innocuous omission or casual treatment of the origin of persons of distinguished achievement. Within the parameters encompassing the extremes of subtle and flagrantly obvious discrimination there exist numerous forms of ethnic degradation which might be citewrized as (1) occupation class stereotyping; (2) stereotyping by perceived "natural" inclination; (3) stereotyping in terms of illiteracy, crime, or delinquency; and (4) stereotyping by using a generally derogatory characterization.

-46- 5" Steps are now being taken to alleviatefuture degradation and also to provide members of certain ethnic minorities withthe justice of a well-dr;,yved positive ethnic identity and heritageon which to look back.The time has come for educators to utilize the diverse cultural backgrounds of their students as a vehicle to enrich American society because of,not in spite of, their ethnic heritage. (Examples of derogatory statementsin literature toward Italians and Italian-Americansare given.)

AA Daniel, Jack L.; And Others. Teaching_Afro-American Communication. Paper presented at the Black CommunicationConference (Pittsburgh, Pa., November 1972) 23p. ED 082 247 MF & HC

Curriculum development in the United Stateshas been based on the assumption that white middle-class valuesshould serve as the standard for all of American society, but there isa need for courses in Afro-American communication which depart from traditionalstandards and categories of speech communication curricula. They should reflect concern for: (1) discourse from non-Afro-Americans thataffects Afro-Americans, (2) all the variables that affect the communicationprocess, and (3) the social, economic, and political contexts in whichcommunication occurs.This requires an interdisciplinary, complementaryapproach that accepts and utilizes as equally important thesensuous, intuitive, and intellectual processess in human communication. The concept of culturalrelativity, which assumes that all cultures are equally valid, formsa sound basis for studying Afro-American communication, particularly inthe areas of Black English, Afro-American rhetoric, and the cross-culturalinfluence of mass media. (Outlines for four sequentialcourses are included.)

MC Dunfee, Maxine. Ethnic Modification of the Curriculum. Association for Supervision and Curriculum Development,Washington, D.C. Report of a conferenceon Ethnic Modification of the Curriculum, St. Louis, Mo., November 20-22, 1969. 1970. 52p. ED 062 469 MF; Available in HC from Association for Supervision and CurriculumDevelopment, NEA 1201 Sixteenth Street, N.W.,Washington, D.C. 20036.

This publication reports the proceedingsof the Invitational Conference on Ethnic Modification of the Curriculum--laterrevised by the participants to be known as the InvitationalConvention on Curriculum Modifications for Ethnic Emphases--convened in St. Louis,Missouri on November 20, 1969.The purpose of the invitational conferencewas to call together a small group of people to explore the questionof what modifications of the curriculum can be made to better serve the educational needsof children and youth from various ethnic groups. Those invited included generalists fromthe curriculum field and those with experience inethnic modifications. The conference included four sessions. The first session was an orientationto the Association for Supervision and Curriculum Developmentand its relation to the purposes of the conference, followed bya general discussion to sharpen the issues and prepare for the later seminar. The second and third sessions included talks given by participants already activelyinvolved in efforts to modifythe curriculum to get at distinctive needsof various ethnic groups. The fourth

-47-

5 (I0 session began with discussion of the differences in rationale in the approaches to curriculum modification. Participants with curriculum responsibility were then invited to present a short oral statement on the kind of questions that should be posed to persons called upon to exert leadership in this area.

AA Eko, Ewa U. Achievement and Promise: Current Impact and Future Pros ects of African and Afro-American Studies. Six nstitutionsConsortium, reens- bora, N.C. Proceedings of the Fourth Annual Invitational Workshop on African and Afro-American Studies, Greensboro, NorthCarolina, March 29-31, 1973. 111p. ED 078 778

The Six Institutions' Consortium organized the 4th annualInvitational Workshop for educators and students. The focus was on the impact of African and Afro-American Studies. The workshop was directed toward assessing the current impact and future prospects of these studies oncurricula, educational institutions, and society. Program presentations concerned: the impact of African and Afro-American Studies on the future; consortium approach tode- veloping African and Afro-American studies: community involvement studies; black economic development; perspectives on black psynology; ideology proposed for black counseling; communications; the development ofbibliographic and archival materials; media strategies and methodology; a socialscientist views on Afro-American studies programs; and perspectives on the futureof African studies.

MC Freeman, Larry. The Impact of Legal Decisions on the Future of Education. ERIC Clearinghouse on Teacher Education, Washington, D.C. A slightly different version of this paper appeared in The Journal of TeacherEducation; v25 n2 p130-7 Summer 1974. 1974. 26p. ED 097 291

After setting out some statements on ideologies which have contributedto the melting pot theory of education, the author examines therationale for teacher licensing procedures and the interpretation of TitleVII, which gives protection from discriminatory practices, as it affects the licensingof teachers. Recent court opinions are discussed, in relation to the declaredneed for a principle of neutrality in respect to language, by which the language ordia- lect of any student should not be disparaged or denied. Examples involving Chinese-speaking and Spanish-speaking students are cited. The Treaty of Guadalupe Hidalgo between the United States and Mexico in 1848recognized the differences in customs, traditions, and language of the people of NewMexico and the Ninth Amendment to the federal Consititution providesgrounds for claiming the right to such differences by all U.S. citizens. Court cases dealing with obscenity, the study of comparative religion, Indianeducation, and the traditions of the Amish community are examined in this context. A model for preparing educational personnel to assist in the building andpreservation of community identity is proposed, which would give primaryconsiderations to the sufficiency of the individual and the developmentof decent and humane communities.

5 9

-48- AA Fruth, Marvin, J.; Yee, Albert H. Do Black Studies Make a Difference in Elementary School Pupil's Achievement and Attitudes? Paper presented at the Annual Meeting of the American Educational Research Association, New York, N.Y., February 1971. 9p. ED 047 044MF & HC

The purpose of the Integrated Black History Institutewas: (1) to educate administrators and teachers: and (2) to develop units of instruction on the black man's contribution to American history. Historians, curriculum experts, media specialists, teachers, principals, and curriculumsupervisors participated in the construction of the units.Eight metropolitan areas and 25 classrooms were included in the study.The experimental group, which studied the units, advanced significantlymore in content than did the control classes, which did not study the units. The results were similarly significant for each subtest. Boys' lower performance on the pretest was erased by the time of the posttest.

AA Furniss, W. Todd. Black Studies Programs and Civil Rights Violations. American Council on Educaticn, Washington, D.C. 1969 10p. ED 029 599 MF & HC

In March 1969, the Office for Civil Rights of the Department of Health, Education, and Welfare warned colleges and universitiesparticipating in federal aid programs against violating the Civil RightsAct of 1964 when creating black studies programs. Separate housing for students, social activities space, and colleges, schoolsor institutes were specifically mentioned. While describing some curricular responses that have been made to the problems of U.S. Negroes, thepaper discusses priority issues raised by black studies other than those covered by thewarning. The standard curriculum at most U.S. colleges and universities is reviewedin the context of its design, orientation and failureto provide adequate preparation for students who plan to work withor in black communities. Outlines of 3 proposed black studies curriculaare presented, all of which are modifications of the standard curriculum.One ranges from a course in Afro-American history toa bachelor's degree program comprised of related courses in several fields. Another, for black students only, is designed to "adopt the viewpoint of black culture . . . the learning needs of black students and the leadership needs of the black community." The third program would train students to effectively help black people of the worldto over- come local health, economic, or educational problems. A summary of 10 issues on black studies and related programs is also included in this special report of the American Council on Education.

MC Gere, Anne R. Multicultural Education: Perspective and Prospect. Paper presented at the Annual Meeting of the Conferenceon tnglish

60 -49- Education (13th, Colorado Springs, March 20-22, 1975) 11p. ED 103 909 MF & HC

This paper argues that multicultural education highlighting a minority or ethnic groups in both English classes and other classes cannot be isolated from the curriculum as a whole. The underlying impetus behind the institution of multicultural education is the emphasis of cultural pluralism and of working toward a society where all people can live harmoniously in an atmosphere of mutual respect. This cannot be accomplished if minority students are the only ones receiving multicultural education or if multicultural education is separated from the study of English. Theorists such as Gagne and Bloom, who have developed hierarchies of learning, can provide useful models for structur- ing multicultural material into sequences which facilitate congitive learning and help students develop their own identity.The work of Erikson, Ausubel, Rogers, Rath, Torrance and Bruner can also be helpful in establishing methods of teaching multicultural education in English classes.

AA Gibbs, Sandra Elaincia. College and University English Departments and English Major Pre aration in Black Literature. Ph D. Dissertation University of Illinois at r ana- ampaign. vailable from University Microfilms, P. 0. Box 1764, Ann Arbor, Michigan 48106. 1974 156p. ED 102 558 Document Not Available from EDRS.

This study was undertaken to determine the extent to which college and university English departments are preparing their majors to teach black literature. Chapter 1asserts that since English teachers receive their basic content courses from English departments, it is these departments that have the fundamental responsibilities to include black literature ir their core curriculum. Chapter 2 explores the history and development of black studies during the past decade. Chapter 3 discusses black literature and its place within the English department. Chapter 4 relates the results of a questionnaire sent to a select group of college and university English department. Among the specific findings are the following: (1) survey and fiction courses are the predominant way of offering black literature; (2) the same few black authors, Wright, Baldwin, and Ellison, are studied; (3) in general, methods courses in black literature are not offered; and (4) few courses in the literature of other ethnic writers are offered. Chapter 5 discusses the results of the survey further and offers English departments recommendations for preparing their majors in black literature.

AA Gordon, Edmund W., ed. IRCD Bulletin: Volume 5, Number 3, Summer 1969. Columbia University, New York, N.Y. ERIC Clearinghouse on the Urban Disadvantaged. 1969. 23p. ED 035 677 MF & HC

This issue of the "IRCD Bulletin" contains the transcript of the Declaration of Black Teachers before the Black Ministers-Teachers Con- ference on April 27, 1968 at Detroit, Michigan, a status statement on "Relevance and Pluralism in Curriculum Development" by Dr. Edmund W. Gordon, an article on moving "Toward Curriculum Relevance for Minority GroupChildren" by Dr. Adelaide Jablonsky, interpretative statements by Mr. Lebert Bethune and Mr. Richard G. Hatcher on Afro-American Studies: "Perspectives Toward

GI -50- a Definition," and "The Age of a New Humanity," respectively; and a declaration by Mr. Ossie Davis that "The English Language is My Enemy." Selected bibliographies, and information on the use of ERIC-IRCD facilities are also included.

MA Graham, Richard: And Others. The Mexican-American Heritage: Develo in Cultural Understanding. University of Southern California, Los Ange es. School of Education. 1968. 48p. ED 026 174MF & HC

The following lectures are included in this volume: Needed: "Turned on" Teachers; The Most Important Advantage; HILT: High Intensity Language Training; The Education Gap: Why Mexican American Children Fail in School The Mexican American Heritage; The Invisible Poor; The World of the Migrant; and Emergence of the Mexican American.The lectures have been selected from those presented as part of the pre-service phase of a 2-year Teacher Corps training program designed to create understanding of cultural differences and to define the teacher's newly emerging role as a translator of community expectations for Spanish-speaking migrants, seasonal farm workers, and others who are disadvantaged.

MC Haller, Elizabeth S. American Culture: What? Why? How? Pennsylvania State Dept. of Education, Harrisburg. 1970. 13p. ED 054 032 MF & HC

The General Curriculum Regulations of 1969 (effective July 1, 1969) state that there shall be four required units in Social Studies, two of which shall be designated as American or United States Culture, taught as interdisciplinary studies with concepts taken from the various social sciences. Since this section of the regulations has raised a number of questions, this pamphlet attempts to clarify by answering the following: 1) What is meant by American Culture? 2) How may the American Culture courses be made interdisciplinary? 3) Are there suggested ways of organizing American Culture courses? and, 4) What changes in the typical courses sequence are indicated by the nEw regulations?

AA Hamilton, Charles V. Curricular Changes to Meet the Needs of a Black Society. American Association for Higher Education, Washington, D.C. Paper presented at the 24th National Conference on Higher Education, Chicago, Illinois, March 3, 1969. 5p. ED 028 714MF & HC

The turmoil on college campuses today that centers around the protest demands of black students clearly points to the need for substantive curricular changes. Many students are interested in "relevant" courses which, to them, means moving out of the ivory tower and "into the community." Classroom studies could be linked to ghetto problems in action-oriented activities, such as work-study programs, so that students may work in nearby communities for a part of their school year. It is important to incorporate more material G"

-51- on black Americans into the lower-level introductory courses, and to develop specialized courses on black history, black literature, and other fields at upper levels. There is enough material to justify individual courses in many of these fields. A "qualified" instructor is required for these courses, not necessarily a Ph.D holder but an indigenous person who has knowledge of the subject that may not yet be recognized by traditional criteria for the hiring of faculty. The need for these curricular changes is equally great in all-white, suburban-locked colleges. Then the impact of slavery and oppression on both black and white Americans would be reinterpreted and white students would acquire some understanding of the heterogeneous world in which they live. Also, a curricular evaluation committee should he formed at each institution to conduct intensive research on current courses and to suggest any necessary changes in the curriculum.

MC Harford County Board of Education, Bel Air, Md. A Plan for Improving Human Relations. 1973. 15p. SP 009 650; ED to be announced in March Trt

This is a position paper by the Harford County, Maryland Board of Education addressing the human relations problems in the school system. It enumerates the following specific plans: (1) The hiring of minority persons will be emphasized; minority persons will be promoted into leadership positions when possible; and in the hiring and promoting of school personnel, community recommendations will be welcomed; (2) Human relations in-service teacher education courses will be offered to promote understanding and appreciation of minority groups and cultures and to each teacher optimal ways of communicating with all of their students; (3) The curriculum of every school and post-secondary institution will incorporate ethnic studies and courses which reinforce students' appreciation of and pride in their own culture as well as acceptance of others' differences; (4) All schools will try to insure that there are enough school activitiesto appeal to children from different backgrounds, and that individual reeds and problems of each child be given attention; (5) Schools are to make efforts to involve their communities in understanding the needs, goals, problems, and accomplishments of the school and reach out to the community for effective mutual assistance. For each of these plans a policy statement, specific goals, rationale, and a specific plan of action are presented.

MC Herman, Judith, ed. The Schools and Group Identity: Educating for a New Pluralism. American Jewish Committee, New York, N.Y. Inst. on PluralismandGroup Identity. 1974. 73p. ED 097 399MF & HC

In the mid-1960's the American Jewish Committee published a report on suburban schools' failure (or inability) to teach children about "human differences." Since then, there have been significant changes and solid progress in some school systems: new textbooks and supplementary materials have been published; new courses have been added to teachers' training. Ethnic, really multiethnic, ferment is now accepted as part of the 1970's social climate. But now the difficult task is just beginning, especially in the schools There are many ways school administrations, teachers, and curriculum developers interpret "ethnic studies." Most of the materials reviewed in this publication

3 -52- were extensions of traditional education methods. Yet as the examples suggest, the area of ethnic studies offers many possibilities for innovation that go beyond adding textual content or new individual learning packets. There are many needs for sensitivity, self-understanding, and a better grasp of the complexities of American reality among all children. Similar needs exist among teachers. Publishers are beginning to shape materials more along truly multiethnic, pluralistic lines. One purpose of this paper is to point to useful examples so that each school or system does not feel compelled to "reinvent the wheel." In short, new curricula in ethnic studies, or adding an ethnic dimension to existing curricula, need not be difficult.

MA Hernandez, Norma G. Variables Affecting Achievement of Middle School Mexican American Students. University of Texas, El Paso. 1971. 81p. FD 059 827 MF & HC

Literature pertaining to research done on academic achievement of Mexican American students is reviewed in this paper. The literature deals with such variables as socioeconomic, physical, psychological, and cultural aspects; language factors; attitudes; language development; and environment. A 15-page discussion of recommendations for improving curriculum, instruction, and teacher education for educating the Mexican American is included. Also included is a bibliography containing over 200 relevant citations.

MC Hovey, Esther. Ethnicity and Early Education. Catalog No. 128. ERIC Clearinghouse on Early Childhood Education, Urbana, Ill. 1975. 31p. ED 107 368MF & HC

This article reviews the relationship between ethnicity and early academic success and examines the rationales of several ethnic groups for the education of their young children. An implication is made that "all" American children reflect cultural group diversity. It is recommended that early childhood educational programs should be available to all children and reflect their unique backgrounds and needs. Research is needed to identify the specific ethnic values that have served both in an historical and contemporary way to engender positive group identity. It is also necessary to discover effective methods of transmitting these values to young children in an early educational setting. Finally, a question is posed concerning the impact on the interpersonal relationships within the family that may result from the preschool child's participation in an ethnic-oriented learning environment.

MA Hughes, Marie M. Community Components in Teacher Education. Univ. of Connecticut, Storrs. National Leadership Inst. Teacher Education/Early Childhood. 1971. 8p. ED 084 248 MF & HC

This document is organized around five broad purposes of the Community Component of the TTT Project in Early Education with suggested activities for their attainment. The five purposes are as follows: (a) developing understanding and empathy for the Spanish-speaking Spanish American and Mexican American; (b) identifying the salient environmental factors impinging upon the

-53- 64 young; (c) understanding the past history and culture of those with Spanish- American and Mexican-American backgrounds, their present-day attitudes,beliefs, and aspirations, and their efforts to realize thoseaspirations; (d) acquiring the tools of community analysis; and (e) buildingwith the community a more viable school curriculum. These five purposes are described in detail. Also, from these five purposesare drawn behavioral objectives with analysis of how they are achieved. The main thesis presented is that empathy and understanding, which lead to behavior change,are best acquired through first- hand contact with peopleone can know, work with overtime, and learn to care about; the second stem of the main thesis isthat we are working with young children and that allyoung children share some needs in common.

MC Jaramillo, Mari-Luci. Cautions When iliorkinwith the Culturall Different Child. Paper read at the Teacher Corps Associates ConerenceMa ison, November 1-2, 1973). 26p. SP 009 691; ED to be announced in April RIE

Everyone in the United States has a cultural heritage which variesfrom the present mainstream culture of this county andyet, the majority of Americans have lost ties with their cultural background.This has occurred because of both the melting pot theory and the educationalsystem that has developed under such a philosophy. There has been a serious attempt made in our schools to fit everyone into one cultural mold. This cannot and should not be done. Bicultural programs are needed, particularly for groups suchas the Puerto Ricans and Chicanos that have not been able to easily harmonizewith the mainstream culture. The task of the educator should be toensure that the cultures of these children are not stolen from them in the classroom.There are many problems encountered in trying to establish culturally pluralisticprograms in the schools. Among these are acceptance by the traditional educationalsystem in America, the stereotyping of ethnic groups, ethnocentrism, and the training of teacherswith a new awareness. There are also numerous factors which make up a goodprogram but are difficult to achieve. The program must contain bilingual materials--it should include both English as a second language and Spanishas a second language--and must study both cultures. Finally, if a bicultural program is to work, teachers must always try to build the child's selfconcept, and parents must be included in the program.

MA Johnson, Henry Sioux; Hernandez.M., Willis m,J. Educating the Mexican American. 1970. 384p. ED 047 870Document Not Available from EDRS. Available from Judson Press, Valley Forge, Pa., 19481.

The document is a compilation of 34 articles by Mexican American educators discussing the historical and cultural perspective of Aztlan (lands to the north, the dwelling place of Mexican Americans in relation to Mexico). These educators present diagnoses and theories for change in the schools, with emphasis on bilingual-bicultural programs for all students in publicand private schools of the Southwest. It is stated in the preface that "In this reawakening educational revolution, outstanding Mexican American authorities plead for new understanding and patience in meetingthe challenge of the

-54- 6 5 twentieth century, Anglo-oriented, monolingual,and monocultural educational system. This book depicts new ideas in curriculumand guidance to help Mexican Americans and Anglo American students andeducators to understand themselves and each other better." The table of contents lists the articles under five major divisions: (1) Historical and Cultural Perspective, (2) Educational nilemma, (3) Guidance andCurricular Practices, (4) The Status of Bilingual Education, and (5)The Role of Educational Institutions.

MA Karr, Ken; McGuire, Esther. Mexican Americans on the Move--Are Teacher Pre+aration Pro rams in Hi her EducationRead ? 1969. 30p. ED 103 348

Failure of the educational system to provide forthe Mexican American student can be seen by his dropoutrate which is twice that of the national average and by his schooling ratio which is eightyears compared to 12 years for the average Anglo. In order to solve the problems of the low-income, bicultural, bilingual Mexican Americanstudent, higher education must prepare teachers who can cope with cultural, psychological,and linguistic conflicts. To be effective in solving these problemsa teacher needs training: (1) to understand the dysfunctionsbetween the values of the Mexican American culture and that of the Anglo; (2)in counseling the particular difficulties of this group; and (3) inlinguistics and courses on how to teach English as a second language.

AA Katz, William A. The State of Black Studies in U.S. SchoolsToday; An Interview with Professor LaMar P. Miller. Equal Opportunity Review, APT71T-9-73. -770-umbia Univ., New York,N.Y. National Center for Re- search and Information on Equal EducationalOpportunity. 1973. 2p. ED 085 429 MF & HC

Professor LaMar P. Miller, Educational andResearch Director of the Institute of Afro-American Affairs at New YorkUniversity, has written numerous articles on the subject of Black Studies, and is currentlyteaching courses on material and strategies related to using theAfro-American experience in the classroom. Willian A. Katz, General Editor of the"Equal opportunity Review." interviewed him recentlyon the current state of the subject in schools. The interview included discussions ofthe following questions: What is the same and what has changedrecently in teaching Black Studies?Has teacher recruitment altered recently?What are schools doing today? How many schoolsseem to be making an effort to convey multi-ethnicity? What are some signs ofprogress in schools and universities? And what remains to be done?

MC Laosa, Luis M. Toward a Research Model of MulticulturalCom?etency-Based Teacher Education. Paper prepared for the American Association of

GG -55- Colleges for Teacher Education, Multicultural Education/Competency-Based Teacher Education Project (May 1974). 21p. ED 091 385MF & HC

In order to develop an adequate multicultural competency based teacher education (CBTE) program, culturally-determined individual learner characteristics must be delineated and the nature of interactions between specific teacher behaviors and pupil characteristics must be investigated, in order to determine which set of teacher behaviors applied to a child with specified characteristics produce the desired puplic outcomes. In order to avoid stifling or rigidifying cultural evolution, models of CBTE programs must be developed which are based on a conceptualization of culture that is not static, but continually evolving. Models of multicultural CBTE programs must show a sensitivity to the possibility that CBTE is antithetical to the values of certain cultural-linguistic groups in the United States. For instance, some individuals, given a certain set of sociocultural premises, may not find the potential emphasis of CBTE on individual rather than group study compatible with their relational style. Multicultural teacher competencies should be postulated as hypotheses to be tested empirically is specific situations. These hypotheses should be based on previous research findings, conventional wisdom, promising practices, existing theories of learning and human development, and expressed community needs.

MC Lazerson, Marvin. Ethnicity and Education: Cultural Homogeneit and Ethnic Conflict. 1975. 11p. SP 009 652; ED to be announced in arc RIE MF & HC

Americans have long equated popular education with social cohesion and social mobility. After the American revolution, the school became a focus for patriotism and the institution where individuals learned how to become citizens. The textbooks of the mid-19th and early 20th century emphasized white, Anglo- Saxon, Protestant values. While the values of cultural homogeneity have dominated American education since the mid-19th century, they have never been implemented without conflict. Four of these conflicts are particularly suggestive of both the extent to which ethnic alternatives were available in education and the limited tolerance for cultural variety in the schools. These are (1) the conflict over foreign customs and foreign languages (biculturalism and bilingualism), (2) the conflicts over parochial education, (3) the conflict between white and Black Americans over socialization into a common mold, and (4) the conflict between the cultural values of American ethnic groups and the demands of school achievement. Certain developments in American educational history seem sufficiently clear to allow their use in current debates over ethnicity and the schools. Appeals for ethnic pluralism have a long history in American education and, especially in the 19th century, have sometimes been successful. But the ideological committment to cultural homogenity in American education has been stronger and has made public education highly resistant to ethnic pluralism.

-56- MC Lindberg, Dormalee; Swick, Kevin. Teaching Children About Cultural Differences: Process, Material, Activity, and Behavior. Paper presented at the Annual Meeting of the Association for ChildhoodEducation Inter- national (Wichita, Kansas, April 22-27, 1973).7p. ED 085 081 MF

This paper contains the argument that the majorfocus of social learning must be on the development of people who alue a variety of cultural and subcultural life styles. Four major concerns confront the classroom teacher or curriculum devc:oper: (1) valuing cultural diversity in theclassroom, (2) organizing curriculum processes toencourage the development of diverse talents, (3) creating materials and activitiesfor actualizing those diverse cultural talents, and (4) initiating teacher-adultbehavior patterns in the classroom that model the significance of acceptingand appreciating cultural diversity for children. Several activities are described which fosterap- preciation of differences.

AA Lombardi, John; Quimby, Edgar A. Black Studies as a Curriculum Catalyst. University of California, Los Anplrs. ERIC Clearinghouse for Junior Colleges Information. 1971. 24p. ED 050 709MF & HC

This topical paper, which summarizesa survey of the development and implementation of Black Studies in the 2-years college,follows two other topical papers: Number 12, The Position Papers of Black Student Activists and Number 16, The President's Reaction to BlackStudent Activism. The types of colleges that offer Black Studiescourses and their geographical locations are indicated. In urban communities, more controlover the institutions is passing to black administrators. The politics involved in this movement are discussed. Programs and courses aim to create self-respect for blacks by "building an identity rooted in Americanand African history and culture." A few community colleges have formulated institutionalaims for their programs. The curriculum is generally divided into the followingareas: historical, literary, cultural, socioeconomic, integratedcourses, and minority- and urban-oriented courses. In questioning the relevance vs. excellence of the programs, challenges and responses to them are made concerning the quality of courses, qualification of instructors, and performance of students.

MC Maryland State Department of Education, Baltimore Toward Understanding: Human Relations in Maryland Schools. 1973. 31p. SP 009 7T1; ED to be announced in April RIE MF & HC

This report concerns efforts of the Maryland StateDepartment of Education to improve black-white relations throughout the schoolsystem. It describes a special staff within the Department of Education whoseconcerns include institutes and workshops on human relations; recruitment, hiring,and promotion; resolution of intergroup problems; and evaluation ofcourses, materials, and training programs. It also describes a Human Relations Council, established 63 -57- in May 1973, to promote self-respect and respectfor others in students and encourage acceptance of differentethnic and racial groups. The bulk of the document consists of excerpts from taped interviewsconducted by a private consultant for the Maryland Board of Education. in whichstudents, teachers, parents, and administrators talked about theirviews of each other and offered suggestions on what could be done to improve race relations.The excerpts are short quotations which reflect a rangeof views from hostility and fear to respect and trust, from optimism to pessimism. A questionnaire at the end of the document is intended to generate feedback onthis way of presenting information on human relations.

MC Mazon, Manuel Reyes; Arciniega, Thomas A. Competency Based Education and the Culturally Different: A Role of Rope, or More of the Same? Preliminary draft prepared for American s for Teacher Education (Washington, D.C., May 1974) 28p. ED 092 522

Competency-based teacher education is a positive force for change which offers educators, university scholars, and students theopportunity to collaborate and to become meaningfully involved indetermining the education process. To the culturally and linguistically different, it offers the hope that the monolingual, monocult'Aral nature ofAmerican schools will change in ways that will allow them more 9qual opportunity.Competency- based education has two attractive features for thelinguistically and culturally different: (a) it assures fairness because it is, collaborative effortinvolv- ing the school and the community and (b) its evaluation methodis diagnostic and prescriptive rather than judgmental. The Community, Home, Cultural Aware- ness, and Language Training(CHCALT) model is an example of a competency-based program designed to meet the needs of thelinguistically and culturally different. The model was developed for Teacher Corps and is tobe implemented in the School of Education at San Diego State University as a programfor a Specia- list Credential. The CHCALT teacher training model is divided intofour basic components: (a) Philosophy of Education for theCulturally and Linguistically Different; (b) Sociocultural Awareness--Home and CommunityBased; (c) Oral Language and Assessment Techniques; and(d) Diagnostic and Prescriptive Strategies.

AA Miller, LaMar P. Black Studies: A New Arena of Instruction. American Association of School Administrators,Washington, D.C.; New York Univ., N.Y. Inst. of Afro-American Affairs. Presented at the Annual Meeting, American Association of School Administrators,Atlantic City, N.jJ., February 18, 1970. 15p. ED 043 548

Black studies, hence relevant education for blackpeople in this country, have been omitted from educational curricula atall levels. Some reasons are: questions of moral responsibility involved incomplying with public pressure for curriculum reforms; doubt that the experiences ofblack people justify study; general ignorance of Afro-American experience;and, society's disagreement over the purposes of education. There have been various theoretical models for curriculum development--the transmissionof culture, socialization,

69 -58- transformation of society. None of these reflects the multi-ethnic nature of our people. The majority of people of African ancestry in American have had a sufficiently different culture and lifestyle to necessitate inclusion of black studies. The broad purpose of black studies must be to help people cope with the white world without making them completely alienated from it or subservient to it. Contemporary society, as it applies to black people in this country, could be one of the basic operational referents of thecurriculum; the other might be black heritage, including African educational heritage.

MC Miller, LaMar P. Ethnic Studies in Elementary Schools and Secondary Schools in New York. New York University N.Y. Inst. of Afro-American Affairs. 1971. 161p. ED 075 558 MF & HC

This study was designed to investigate, on different levels, several facets of ethnic modification of the curriculum of selected public schools throughout the State of New York. One aspect of the design, on an indepth level, was based on a descriptive analysis of the ethnic studies programs in a sample of schools throughout the state. The data for this analysis was collected by personal interview with school staff members.Another aspect of the design, on a broader level, was based on a comparison of the components of ethnic studies program from a larger number of schools throughout the state. The data for this comparison was collected by a mailed questionnaire. Two instruments were developed: The first was a questionnaire which was administered in an interview. The purpose of the interview was to identify such major factors as historical and environmental perspective, program description, program objectives, population to be served, method, techniques and activities, available instructional resources, staff and personnel, and community involvement. The second instrument was a shorter version of the interview questionnaire.This was a precoded, short-answer questionnaire which was mailed to a representative number of randomly selected schools. A special check list describing ethnic studies programs was developed as a part of this questionnaire. One studies programs was developed as apart of this questionnaire. One hundred schools were selected to be personally interviewed and 400 to receive the mailed questionnaire.

MC Moody, Charles D., ed.; And Others Proceeding of Conference on Multi- Ethnic Curriculum and the Changing Role of the 'Teacher.University of Michigan, Ann Arbor. School of Education. 1972. 118p. ED 074 159 MF & HC

The Program for Educational Opportunity, based at the University of Michigan and established by the Office of Education pursuant to Title IV of the 1964 Civil Rights Act, is an institute designed to assist school districts in the process of desegregation. The Program annually conducts a series of conferences. The Conference on Multi-Ethnic Curriculum and the Changing Role of the Teacher, held July 10-13, 1972, was designed to explore concepts of multi-ethnicity and its implications for developing curricula and modifying

-59- 70 The following papers the role of the teacher torespond to changing needs. multi-ethnicity," are presented inthis document: "Exploring concepts of curriculum--a mini approcah for amaxi problem?" G. Gay; "The Multi-ethnic curriculum," A. F. Citron; R. C. Gonzales; "Whitestudents and a multi-ethnic R. Edmonns; "The "Shared decision making,limitations and possibilities," "Human role of the school in curriculumdevelopment," A. D. Loving, Sr.: into the cur- growth and development," S.Cooper; Integrating ethnic content content into riculum," O. McConner; "Guidelinesfor intergrating multi-ethnic Williams; and "Heritage the curriculum: communicationskills and reading," M.C. K. Partlow. of the American people: asocial studies presentation,"

MC Chicago, Ill. North Central Association ofColleges and Secondary Schools, Human Relations in the Classroom--AChallenge to Teacher Education. 16p. ED 002 001 MF & HC school teachers A survey of a representativesample of 1,075 secondary with a wide has shown that teachers areconfronted daily in their classrooms relations problems and situations. Deciding how to discuss range of human deciding such a controversial subject asdiscrimination with minority groups or mention stories such whether or not to sing songssuch as "Old Black Joe" or teachers encounter when working as "Little BlackSambo" are problems which Ethnic origins also give riseto human relations with different racial groups. with Examples are the difficultiesarising in dealing objectively problems. who are on German students who have Nazileanings or with Mexican-Americans In teaching children of the defensive and harborfeelings of inferiority. Christmas carols different religious faiths, suchsituations occur as singing Christian Scientists, with Jewish pupils present,teaching health education to churches. Another and taking Catholic students onfield trips to protestant Many cases are serious problem results fromvarying socioeconomic classes. the hidden costs cited of pupils from slum areaswho are unable to pay for activities, and of schooling such as trips,sewing materials, lunch, club maladjustment, physical education clothing. Physical handicaps, emotional non-English speaking parents resultin other human social immaturity, and indicate that college relations problems.The answers received on the survey information, values, courses tend to neglectthe teacher of human relations inadequately prepared to and attitudes so thatsecondary school teachers are For this reason, inservice deal with situations thatarise in the classroom. urgent necessity. teacher education programsin human relations become an

MC National E ual Overlan, S. Francis; And Others.papers Presented at the p. Education Institute, St. Louis,Missouri, March 1973. 1973. ED b78 116MF & HC

Contents include the following papers: (1) "Vouching for School De- plan" pro- segregation," a discussion of the"regulated compensatory voucher (a private non-profit posed by the Center for theStudy of Public Policy

-60- research group in Cambridge, Massachusetts) in 1969; (2) "Parental Involve- ment in the Desegregated School," Vincent J. Villa; (3) "Grouping for In- struction, "Warren G. Findley; (4) "Puerto Ricans and Education,"a report prepared by the Puerto Rican Congress; (5) "Evaluating Integrated Education," a report on the procedures developed by the Western Regional School Dese- gregation Projects, University of California at Riverside; (6) "Teacher In-Service Training in a Desegregated School Setting," Barbara Love; (7) "The Role of Black Curriculum in a Desegregated School Setting," B. Love; (8) "It Takes More Than the Administrator," Robert Jimenez; (9) "Organizing Techniques and Principles for Change," Frederick Ahearn; (10) "Pupil Personnel Services in a Desegregated School Setting," Robert V. Guthrie; (11) "Training Teachers for Bilingual--Bicultural Programs," Education/Instruction, Inc., (12) "Native Americans, Curriculum Revision, and Desegregation," Jack D. Forbes; (13) "Toward a Chicano Curriculum;" (14) "A Position Paper on Community Organization in A Desegregated Setting," Southwest Program Development Corp.; (15) "Training Classroom Personnel In Dealing with Bilingual/Bicultural children;" (16) "Indian Education: Some Alternatives," Andrew P. Lawson.

MC Passow, A. Harry. New Curricula for Multi-Ethnic Schools. Equal Opportunity Review, June 1975. Columbia Univ., New York, N.Y. ERIC Clearinghouse on the Urban Disadvantaged. 1975. 7p. ED 109 293

This paper asserts that most of the urban and suburban schoolsare racially and ethnically isolated. Consequently, what are needed are curricula suited to a culturally diverse population which does not attend culturally and ethnically diverse schools.Thus, one issue requiring examination, it is stated, is the extent to which curricula are similar or different for culturally diverse student populations in contrast to culturally homogeneous groups. A definition of cultural pluralism proposed by the National Coalition for Cultural Pluralism suggests curricular strands that deal with (1) ethnic and cultural awareness of one's own identity, (2) understanding of other cultures, and, (3) awareness of the nature of racism and sexismas these affect individual and group behavior. It is a definition which has implications for both cognitive and affective development of the individual.While it is held that schools must certainly do a far more effective job in the basic skills areas,an education for a culturally pluralistic society must have a broader focus which deals with affective and cognitive development, with personal and interpersonal skills, and with an understanding by the individual of who he is and how he relates to others. Changes are considered to be needed in content, strategies, resources but most of all in the people who create the conditions for curriculum and instruction.

MC Petit, M. Loretta. The Need for Comparative Education Research to Con- centrate on the Cultural Revolution within the United States. Paper delivered at the Annual Comparative and International Education Society Meeting, San Antonio, Texas, March, 1973. 5p. ED 083 067MF & HC

Comparative education research and courses are needed to identify real revolutionary movements in the current cultural revolution in the United States. The presence of cultural revolution is indicated by, among other things, the

-61- development of microcultures. International instead of cross-national studies are of importance in the nextfew years to understand this culturalrevolution. know- There are several problems withimplementing this new focus, but a broad ledge of the components of Americanculture are needed, as well as a preparation in the study of the processes used inunderstanding cultural revolution.Multi- cultural education would teach the desirabilityof cultural pluralism, andwould purport to bring about interaction among groupsin the nation. The discipline of comparative education is suited tothe study of this interaction:the tools and of scientific investigation; themethodology of area studies; the analysis interpretation of cultural patterns within theframework of a whole culture. Students could be sensitized to culturalchange, and develop renewed interest and sharpened awareness of the nature ofcultural revolution as participants in the process.

AA Phillips, Ivory P. RevolutionizinBlack Minds: Guidelines for Black t J7kiTocTation for Studies. Paper presented at the nnua Meeting o the Study of African-American Lifeand History (Philadelphia,Pennsylvania, October 1974). 1974. 28p. ED 097 398MF & HC

When black leaders or scholars in thefield talk about Black Studies they black people in an are talking about compilingand analyzing data relative to and effort to teach black studentsand/or make decisions about ideologies strategies essential for survival andliberation. Black Studies are intended to effectively link the campus andthe community, Africa and theAmerican, so that each helps the other to survive andfree itself. It is because some whites recognize this potential that theyhave moved to co-opt the field of Black Studies or destroy the programsaltogether. These guidelines can help us develop and maintain BlackStudies programs. Black Studies programs should have clearly defined purposes. All things being equal, the teachers in Black Studies programs shouldbe black. Black Studies materials need to be intergrated into all of thedisciplines taught and taught as separate programs; Black Studies needto be taught in school andnonschool settings. A Black Studies program should bebased on key concepts andgeneralizations that are crucial to black survivaland freedom. One must carefully evaluate the materials intended for use insuch proo,ams. Black Studies program administrators and teachers shouldestablish and maintain strong supporters outside the school to serve as resourcepersonnel, political and economic supporters, and as continuous renewalagents.

MC Prichard, Nancy S. Controversy in the Classroom: Ethnic Studies Programs. Speech given at a meeting of theNational School Boards Association, San Francisco, April 12, 1970. lip. ED 041 018MF & HC

The declining interest of thegeneral public in ethnic minoritystudies all too and the even more alarmingdisinterest of educators indicates that problems of American many Americans have viewedthe study of the culture and blacks, Indians, Mexicans, and PuertoRicans as a fad. By fighting for stable 73

-62- funds for ethnic studies, by becoming acquaintedwith the available materials for teaching, and by involving community membersas resource people, educators can begin to find answers to urgent minority problems, andcreate, even in homogeneous communities, an awareness of our pluralistic wealth.

AA Quimby, Edgar A.: And Others. Curriculum. Univ. of California, Los Angeles. ERIC Clearinghouse for Junior Coll. Information. 1970. 16p. ED 035 415 MF & HC

The literature in five curriculum-relatedareas is reviewed. The first article stresses the need for rational curriculumplanning in the junior college. To meet this need, curriculum decision-makersmust arrive at educational objectives that will lead to the achievement of intendedlearning and the attainment of institutional purposes.The second article reviews the report ofa project which showed that a composite of instructionalprocedures resulted in decreased student attrition and greater achievement.The third article concerns black studies in the junior college. It is generally agreed that courses in black studies should be introduced andmore black instructors should be employed. There are serious conflicts between black activistsand educators regarding the staffing, content, andpurpose of the courses. The fourth article presents a staffing rationale for curriculum developmentin the junior college. The functions of course coordinator andprogram coordinator are outlined.The last article discusses intercampus curriculumcoordination in an urban community college system. The problems of preserving individual rights withina larger bureaucracy are discussed.

MA Ramirez, Manuel III. Potential Contributions by the BehavioralSciences to Effectives Preparation Pro rams for Teachers ofMexican-American Chil ren. ERIC Clearinghouse on Rura Education and Sma Schoo s. Paper preparg for the Conf.on Teacher Edu. for Mexican Americans, New Mexico State University, February 13-15, 1969. 22p. ED 025 370 MF & HC

Summary information of several research projects ispresented to show that underprivileged childrenare not prepared to cope with intellecutual and social demands of the school. Results of several value scales administered to both Mexican American and Anglo junior high, seniorhigh, and college students indicate that Mexican American studentsagree with authoritarian ideology to a significantly higher degree than doAnglo students. This is attributed to rearing in a family atmosphere emphasizingfather domination, strict child rearing practices, submission andobedience to the will of authority figures, strict separation ofsex roles, and relationship based on dominance and submission. Evidence indicates that Mexican Americansexpress attitudes toward education that are significantlymore unfavorable than those of Anglos. Moreover, value orientations developed in the homes ofMexican Americans are contradicted by the value system of theschools. The study concludes that Mexican Americans' adjustmentto school is being hindered by their avoidance reaction to school tasks andschool personnel. Preparation 7 i

-63- programs designed tointroduce teachers to practical uses ofanthropological methods are seen as a beneficialfactor toward increasing teacher sensitivity to Mexican American problems.

AA Richardson, Irvine, Comp. The Relationship of Africanists to Afro-American Studies; Report of a Conference [EastLansing, Michigan, April 25-26, 1969). Office of Education (DHEW), Washington, D.C. Bureau of Research. 1969. 38p. ED 032 809 MF & HC

This report of a conference at MichiganState University on ways in which the Africanist is, and might be, relatedto Afro-American studies emphasizes examples of present cooperation andsuggestions for the future. Present efforts in secondary schools,universities, and the U.S. Office of Education develop- are described. Suggestions for teaching materials, further program ment, and the teaching of Swahili; aswell as problems of teacher background, organization of Afro-American studies withinexisting systems, and popular solutions to teacher acceptance are included. Some suggestions are advanced for training and teaching materials problems. Background on the conference's organization, the motivation and demand forAfro-American studies, and the relation of African specialists to suchstudies are described briefly in an and summer institutes introduction. An appendix lists conference participants and inservice programs.

MA Office of Education (DHEW), Rodriguez, Armando. S eak U , Chicano. Washington, D.C. 1968. p. ED 020 816MF & HC

Growing concern among the Mexican-Americanpopulation, and the nation as a whole, concerningeducational inequalities faced by theSpanish-Speaking minority population points to the reawakeningof their society and their gradual assumption of a greater degreeof production in society. Though for the most part many inequalities stillexist, some efforts are being made to integrate curriculum, instruction, and the needsof Mexican-Americans. Rising involvement and higher education level ofthe Mexican-American community itself is directing attention to educationalissues and the integration of Mexican American personnel into responsible businessand educational positions. It models is hoped that the elevation of thesepersonnel will provide heroes or perhapS gradually for the young. With career models available to emulate, the language and cultural barriers facedby many of the past and present Mexican American population can beeliminated.

MC Rodrigues, Raymond J. Cultural Pluralism: Lumping vs. Splitting. Paper presented at the Annual Meetingof the Conference on English Education (13th, Colorado Springs, March20-25, 1975). 1975. 17p. ED 103 879 MF & HC

Students in English methods courses must beencouraged to develop a multicultural awareness and to become concernedwith "language arts" as

-64- opposed to "English arts." In order to be prepared to enter into and function as teachers in a pluralistic world, English teaching majors need to study and practice multicultural teaching strategies and to become aware of behavioral learning styles which differ from culture to culture. Particular terms such as "ethnic," "sub-cultural," and "educationally deprived" fail to accurately portray the individuals they purportedly describe, and in many ways are harmful to students. Universals exist in the literatures of all peoples and the myth that multicultural literature is necessarily different from other types of literature must be exposed. Multicultural literature can be used by preservice and inservice teachers of English to develop in themselves and in their students an awareness of both the universal characteristics and the differences among peoples. (Some of the linguistic elements that differ in Spanish and English and some approaches for dealing with them are also discussed in this paper.)

MA Sanchez, Rodolfo B. A Chicano Perspective on Social Work Curriculum Development. Social Work Education for Economically Disadvantaged Groups in Texas. An Occasional Paper of the Consortium of Texas Schools of Social Work. University of Texas Austin.Hogg Foundation for Mental Health. Paper presented at a Social Work Workshop (Houston, Texas, April 13-14, 1972). 21p. ED 072 892MF & HC

A significant measure of the gradual progress in relating social work education to the racial and ethnic communities in the United States is the development of ethnic content and materials to be incorporated into the curriculum of schools of social work. The process of incorporating ethnic curriculum content generates the process of further development and refine- ment of ethnic curriculum content. Thus, the development of social work curriculum in relation to social work practice in the barrio should be perceived as a process in which Chicano concerns and aspirations are insti- tutionalized within the schools of social work. Chicano students and faculty and the Chicano community are the major sources for helping to develop such a curriculum. In attempting to show and clarify the opportunities for constructive change which are needed, three factors are discussed: (1) the present conditions of Chicano curriculum development, (2) the anticipated directions which future Chicano curriculum development will take, and (3) the methods and processes which are required to facilitate these anticipated directionalities.

NA Sekaquaptewa, Eugene. A Desi n for Community Involvement in CBTE Cultural Pluralism. Paper presented or the Conference on Competency Based Teacher Education: The Potential for Multi-Cultural Education? Teacher Corps Associates (Madison, Wisconsin, November 1-2, 1973). 7p. SP 009 688; ED to be announced in April RIEMF & HC

This paper describes the use of student teacher interns who lived and taught on a Hopi Indian reservation. People in the Hopi community housed these 76

-65- teachers and cooperated with them in theclassroom and in formulating educational material that would be relevant to theirlocal culture. One Teacher Corps team developed a whole Hopi unitin social studies. Teaching teams were led the by a Hopi who coordinated educationaland administrative tasks and helped interns and the community communicatewith each other. The author sees such model programs as useful in supplementinginstitutional teacher training for bicultural situations.

MC Stent, Madelon D.; And Others. Cultural Pluralism in Education: A Mandate for Change. Appleton-Century-Crofts, Educational Div., Meredith Corp., 440 Park Avenue, New York, N.Y.10016. 1973. 167p. ED 086 782 Document Not Available from EDRS

"Having a diversity of cultures within asingle country can be a threat, a problem, or an asset." The contributors to this book arguethat cultural pluralism rather than cultural homogeneity mustbe recognized and accepted within our educational institutions--not as anecessary evil, but as astrong superior, and same- positive force. For different does not mean inferior or ness is not necessarilyadvantageous. This constitutes the message of the various contributors who, in themselves,constitute a small nation of diversity and harmomy. Black Americans, Puerto Ricans, Chicanos,American Indians, Asian Americans, and others presentforthright views and realistic proposals which mark the beginning of educationalchanges long overdue. These studies pragmatically discuss such topics as ethnicstudies, bilingual education, They urge and the development of teachingmaterials for cultural pluralism. schools and communities to emphasize culturaldiversity rather than the melting pot concept so that children ofall cultural and ethnic backgrounds will take pride in their individuality.

MC Sullivan, Allen R. Issues in Assessing Multi-CulturedYouth: Its Implications for Teachers. Prepared for the Conference on Competency Based Teacher Education: The Potential for Multi-CulturalEducation, Teacher Corps Associates(Madison, Wisconsin, November 1-2,1973). MF & HC 18p. SP 009 690; ED to be announced inApril RIE States There has recently been anincreasing awareness that the United is a culturally diverse nation. Many people have seen this diversity as a Every- divisive force and have thereforeadhered to the "melting pot" theory. one comes out of amelting pot the same. Consequently, (1) intelligence tests have been devised that are onlyrelevant to the experiences ofnon-minority children; (2) schools have refused tooffer bilingual education toChinese. (3) courts Mexican, and other children whosefirst language is not English; proceed- have only recently consideredoffering bilingual translation of court would focus a ings; and (4) teacher training hasrarely included anything that potential teacher's attention on theneeds of culturally differentchildren. In fact, many white teachers come toteaching with unfortunate prejudices female under- against non-white children, as wasshown by a study in which white black graduates consistently gave lesspraise, encouragement, or attention to

-66- junior high students regardless of whether theyhad been told these students were gifted or nongifted. Intelligence tests are parti..ularlysusceptible to cultural bias; furthermore, theyare limited in their ability to assess a child's real potential. The Dove Counter Balance Intelligence Testwas created to help psychologists and others think about and design teststhat recognize varieties of cultural experience and the differentusages of language among different ethnic groups. (An example of this test is included)

MA Ulibarri, Horacio. Migrancy and Rural Poverty: An Introduction to the Education of Mexican-Americans in RuralAreas. University of Southern California, Los Angeles. School of Education. 1968. 52p. ED 026 172 MF & HC

A presentation on socio-cultural-attitudinalcharacteristics of migrants and the impact of education isone of a series of lectures given during the pre-service phase of a 2-year Teacher Corps trainingprogram. An outline of the cultural differences which exist betweenthe Mexican American and the Anglo American reveals differences in personalitycharacteristics and modes of life style. Problems are described which the Mexican Americanencounters in the process of acculturation, andprograms are suggested which are designed to satisfy the needs of the Mexican Americanand to give him a positive image of his cultural heritage. Interview summaries and schedule, and worksheet scales used in the pre-service phase of theprogram are included.

MA Van Meter, ed.; Barba, Alma, ed. Regional Conferenceon Teacher Education for Mexican-AmericansNew Mexico State Universit Februar 13-15 1969). Conference Proceedings. New Mexico State Univ., University Par Clearinghouse on Rural Education and SmallSchools. 1969. 40p. ED 027 444 MF & HC

The primary objective of the conferencewas to initiate improvements in the qualifications and supply of educationalpersonnel working with Mexican American students by suggesting recommendedchanges in present teacher training programs. Approximately 100 participants from collegesand universities, regional educational laboratories, public schools,state departments of education, and communities within the Colorado,New Mexico, and West Texas geographic area attended the conference. Included in the conference proceedings report are: (1) a statement of the conference goals; (2)an excerpt from the keynote address; (3) abstracts of 7 papers commissionedfor the conferences; (4) a suggested training model; (5)a section containing participant recommendations; and (6) 3 conferencesummary statements.

AA Walton, Sidney P., Jr.The Black Curriculum: Developing a Program in Afro-American Studies. Black Liberation Publishers, East Palo Alto. Calif. 1969. 537p. ED 048 398 Document Not Available from EDRS

-67- This book attempts to present a documentedand comprehensive chronology of a recent effort to secure a black curriculumin a large, urban community; to offer a blueprint for uplifting theblack man in American; and, to incite society to change. The main body of the book is devoted tolaying out a black educational program and curriculum. Among the topics discussed are the racism; (2) the following: (1) the role of semantics in the perpetuation of recruitment of black teachers; (3) Afro-AmericanStudies Program at Merritt College; (4) developing relevant course contentand activities at all levels of education; (5) the role of blackeducators; (6) the role of whiteeducators; and and (7) counseling black students. Included in the text are short poems interviews.

MC Watkins, Geneva F.; Imig, David G. Utilizing Competency Based Teacher Education as a Means for Facilitating CulturalPluralism in American Schools. 1974. 22p. SP 009 682; ED to be announced inApril RIE MF & HC

Performance based teacher education(PBTE) and multicultural education are emerging as viable andcompatible strategies for preparing schoolpersonnel. The American Association of Colleges for TeacherEducation (AACTE) has provided national leadership in the study and encouragementof PBTE and multicultural the future of multicul- education. AACTE faces many problems as it contemplates to view tural education. First, there is the problem of encouraging people "diversity as a positive factor in society. Also, there are too many people who refuse to accept, to admit, and/or to include thenature of cultural differences is eliminating as a way of life. Another problem in implementing such a program the present narrow view regarding multiculturaleducation. The concerns of multicultural education are of growing importance toAmerica's society at large, and they should be treated as such. The very nature of PBTE lends itself to enhancing goals of multicultural education. The capabilities of PBTE and multicultural education must be synthesized in acomprehensive program which is applicable both individually andcollectively to our multicultural youth. To begin incorporating the ideals andideas of intercultural education would not only give new (and muchneeded) direction to American education, but would also enhance America's future.

AA West, John R. On What Basis Do Students Select Courseworkin Black Studies? Ed. D. Practicum, Nova University. 1974. 28p. ED 103 048 gr8,tHC

This report attempts to establish theconditions under which students will choose to enroll in Black Studies courses. Out of 500 Black Studies students at Santa Ana College, 100 wererandomly chosen to answer questionnaires regarding motivation for courseselection and personal educational needs. A 100 percent response rate wasreported for both questionnaires. The data indicates a tendency of students(53 percent) to choose Black

-68- Studies courses on the basis of the personal need for betterunderstanding of their environment and its institutions. Of the respondents 17 percent indicated that they choose Black Studies courses to satisfyprogram requirements, and 16 percent select courses on the basis of the instructor. On the basis of the findings, curriculum recommendationsare made.

NA Whiteman, Henrietta V. Develo ing_a Native American Studies Program. Paper presented at the NationsTeac er Corps Conference, Denver, Colorado, April 26-29, 1973. 21p. ED 075 133MF & HC

The development of Native American Studies (NAS) isan attempt at self-awareness and an exercise in self-determination. One area of concern in the development of a program for Native Americans is their highattrition rate in college. Specially designed programs for the Native American student could offer (1) Native American student orientationprograms, (2) mini-workshops on note taking, the use of the library, and research paper writing techniques, (3) academic, financial, and personal counselingservices, (4) tutorial programs, and (5) social "get acquainted" activities. Another problem related to the development of NAS programs is the necessity of havinga majority of faculty and staff of the same ethnic origin as the students. Once the program has begun to solve these two problems, a third problem results:too few Native American college graduates return to their home environmentor reservation or even find their way into Indian-oriented organizations--wherever theymay be located. It is further contended that although the Indian studentcan become involved in such a program, thecourses included in the curriculum musthp academically sound and responsive to and reflective of the needs ofits particular students and community. It is concluded that the finished product of NAS can only result through the initiative taken by Native Americans and educators to incorporate time-tried perspectives into thenew academic perspective of NAS.

MC William, David Brian. SWRL Music Program: Ethnic Song Selection and Distribution. Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, Califorina. 1972. 14p. ED 109 040 MF & HC

Current elementary music education approaches to the distribution and selection of ethnic folk song in music programsare surveyed and each approach is reviewed on the basis of its utility for the Southwest Regional Laboratory Music Program. The first approach, a traditional point of view is based on the premise that music education has a responsibility to introduce the child to a wide spectrum of music from all cultures. A problem with this approach is that ethnic groups and their music havenot received much emphasis--the emphasis, instead, is on white music. Another approach s the non- Western. This music philosophy shifts the emphasis so that children will be exposed to a variegated selection of music of othercul- tures; however, most classroom teachers are not prepared to teach non-Western 80 -69- music. In addition, there is a degree of uncertaintythat young children can cope with the demands ofnon-Western music systems and languages. Another point of view is the Ethnic-American in whichthe emphasis has been on a larger representation of American ethnic musicother than traditional Anglo- American repertoire. The last point of view presented is themulti-directional ethnic American that conceptualizes the relationshipof a child to his society. This philosophy stresses that the Americanchild should first discover the relevant musical diversity within his own culturebefore studying music of non-American cultures. A reference section concludes the document.

NA Wilson, Roger. Teacher Corps, A Model forTraining Teachers. Position Paper. Paper presented at Native AmericanTeacher Corps Conference, Denver, Colorado, April 26-29, 1973. 19p. ED 075 134MF & HC

Several inadequacies ex4st in the training ofthose teachers who teach in reservation schools. Thes.i teachers often know nothing of thespecial characteristics of reservati, n life, of the languageand culture of their pupils, or of the best ways to teach children ofnon-Anglo backgrounds. This absence of knowledge then causesadjustment frustrations for both the teacher and the students. Some suggestions for recruiting andproducing better teachers of non-Anglos include(1) retaining existing staff; (2) cooperating with colleges of education to helpprospective teachers learn enough of an American Indian culture andlanguage to deal effectively with children of that culture and language; and(3) taking as candidates people who are native to the area, familiar with thelanguage and culture, and accustomed to the isolation and distances involvedin living and teaching organization on a reservation. Additionally, the origin, administration, and of the Navajo-Hopi Teacher Corps Program arediscussed. A competency based teacher education program is noted as one ofthe outstanding features of the Teacher Corps Program. It is concluded that with the properprofessional preparation, Indian people should eventually be controlling their own educational destiny and have full self-determination.

REPORTS

Abt Associates, Inc. Cambridge, Mass.;Utah University, Salt Lake City. Project NECESSITIES: Phase I Report. Bureau of Indian Affairs (Dept of Interior), Washington, D.C. 1969. 295p. ED 049 846 MF & HC

The Project NECESSITIES Draft DevelopmentPlan, in the form of a Curriculum Development Bank set up to reformsocial studies education and communication in Bureau of Indian Affairsschools, attempts to establish meaningful guidelines in order to gain thebenefits of centralism and regionalism in the creation of multiple Scopeand Sequence Plans at the local level by tribal education committees,Indian parents, school administrators and teachers, and, to some measure, evenstudents. This 81 -70- plan centers around five master concepts: interaction (isolation), change (stability), conflict (cooperation),power (weakness), and valuing (ignoring). The plan broadly sketches the process for developingunits of the Project NECESSITIES curriculum. Dimensions for each unit are the masterconcepts; environmental concepts which "set the stage"; keyconcepts; appropriate subconcepts suggested by, or critical to theuse of, the master and key concepts; catalytic questions which frame the concepts used inany particular activity or unit; content and comparativecontent; methods; media and materials; and skills related to the child's developmentalstage. A teacher training program has been used to acquaint teachers with the objectives of Project NECESSITIES and has provided a period during whichteachers could criticize, question, and discuss the objectives. The document contains the Draft Develop- ment Plan and related working papers, along witha section on teacher training. Included in the appendix are a list of steering committeepersonnel, the steering committee minutes, and committee positionpapers.

MA Baty, Roger M. Reeducating Teachers for Cultural Awareness_ Preparation for Educating Mexican-American Children in NorthernCalifornia. Praeger Special Studies in U.S. Economic and SocialDevelopment Series. Praeger Publishers, 111 Fourth Avenue, New York, N.Y. 1972. 147p. ED 066 545 Documert Not Available from EDRS

This is a report of an action-research study, designedto determine the effect of exposure to cultural, social, and economic diversityon selected attitudes of elementary school teachers. The research developed two thrusts. One was to investigate the effects of exposure to the usualclassroom situation on teacher tolerance and teacher optimism.The other was to investigate the effects of exposure to an in-service trainingprogram, in addition to the usual classroom situation. The dependent variables--optimism about pupil potential to achieve, and tolerance of minorityself-assertiveness--were selected for their relevance to current inquiry in thebroad area of preparing teachers to work more effectively with urban andsuburban children. The goals of the in-service training programwere to increase the teacher's understanding of the cultural background of the Mexican-Americanchild, and to help the teacher find ways to increase the child's self-esteem. The goals would be accomplished, it was assumed, if teachers who participatedbecame aware of their cultural blinders--their own assumptions--andbecame more concerned to learn about the cultural backgrounds of all theiryoungsters, not just Mexican-Americans. The course consisted of ten three-hour evening sessions held in a local school. Each session had three parts: (1) Lecture: (2) Question-and-answer period, followed bya coffee break; and, (3) Discussion groups.

MC Best, Gilmary. Validatin' Performance Models for Re-EducationsCertified Urban Teachers inlu ticu tura Dimensions. Fina Report. Mercy Co of Detroit, Mich. 1972. 36p. ED 072 162 MF & HC

Performance models for re-educating certified urbanteachers in multicultural dimensions were developed basedupon: (1) the concept that colleges

-71- and instructors should adapt to thestudents; (2) critiques of the whole system of education given bymulti-ethnic students of the five Consortium colleges; and, (3) interviews with talentedscholars with various racial and_ethnic backgrounds. The models developed covered the following:(1) language aspects of culture; (2) motivational patternsrooted in culture; (3) culture impacted learning style; (4) timeorientation; (5) pattern of family relationships; (6) cultural sexual aspects;(7) folkloria; and, (8) special rites and customs. Each model was based upon a systems approach flow chart and specified student need,objectives, media, and criterion measures. The Director submitted these eight models toeight representatives of different cultures for rating. The models were scored by their raters for "applicability," "implementability," and"cultural acceptability." Kendall's coefficient of concordance was then applied todiscover the degree to which thr raters were in agreementwith respect to the terms Excellent, Good, Fair, and Poor, as applied to the models. For the models in total and for the factor "implementability,"there was agreement in the worth of the models at a five percent level ofsignificance,

NA Birchard, Bruce A. Curriculum: Students, Parents, Teachers, and Community Leaders; Perceptions of IndianEducation. The National Study of American Indian Education, Series IV, No.10, Final Report. University of-Chicago, Ill. 1970. 14p. ED 047 879MF & HC

As a part of the Final Report of theNational Study of American Indian Education, this document reported on the perceptionsand attitudes of Indian students, parents, teachers, and communityleaders toward Indian culture and its incorporation in the schoolcurriculum in their respective communities. Attitudes were ascertained using variousscales. Results indicated a general consensus among respondents that someaspects of tribal and/or Indianhistory and/or culture should be taught in the schoolsin some way. A majority of students and parents also expressed interestin making it possible for children to learn or use the tribal languagein school. Indian parents in most communities agreed that theirrespective schools ignore the Indian or tribal heritage. Aside from these concerns, it was felt by therespondents that the role of the school is to prepareIndian students for employment in ti_ dominant economy and for successful livesin the sociocultural mainstream.

MA B'nal B'rith, New York, N. Y. Anti-DefamationLeague. Develo ment and Evaluation of Educational Materials on MexicanAmericans. na Report. Office of Education (DHEW), Washington, D.C. 1970. 13p. ED 044 230 MF & HC

As an exploratory effort to introducepositive change in an ongoing educational process, this project had as itsprime objective the development and distribution of educational materialswhich would inform students and the general community on the MexicanAmerican and thereby increase understanding, reduce prejudice, and improve theself-image of the Mexican American. Three

-72- publications and two half-hour films were developed for this purpose. Companion objectives of the project were (1) to endeavor to integrate the publications into curricula and other educational processes of schools, (2) to reverse the self-fulfillingtendencies of low expectations for Mexican American students by enhancing self-esteem, (3) to make it possible for the teacher to understand the culture the child brings to the school, (4) to disseminate the publications and films to the general public, and (5) to evaluate on an ongoing basis the impa..c of the materials on various audiences and to suggest dqections for future efforts. According to the document, one can conclude that the purposes were accomplished. More important, however, the project has pointed out how little those-people who work with the Mexican American know about his culture, his heritage, and the obstacles he faces.

MC Bryant, Brenda, ed. A Sharing of Experiences. Paper prepared for the Teacher Corps eighth and ninth Cycle Staff Development Conference (Washington, D.C., June 9-13, 1974). 94p. SP 009 712; ED to be announced in April RIE. MF & HC

This report comes out of the 1974 Teacher Corps Conference, which was held to acquaint Teacher Corps personnel with new ideas to enhance their abilities to train interns to work with special needs children. The first part of the report is composed of 18 speeches on topics such as: community involvement in education, ethnic diversity, discrimination, performance-based teacher education, handicapped children, and the past and future of Teacher Corps. The next part consists of seven reports based on small, informal skill sessions held to give participants opportunities to learn about competency-based teacher education and diagnostic-prescriptive teaching. The majority of the presentations stress the problems and issues which have contributed to the imperfect functioning to the public schools, and represent a commitment on the part of speakers to try to show how the Teacher Corps can be a tool in improving the public school system through creating effective models of what can be done.

OE Cole, Allan B. Planning Project for the Teaching of Asian Studies in New England Secondary Schools. Final Report. 1967. 29p. ED 018 440 MF & HC

Asian studies in secondary schools have passed their pioneer stage and require expansion and more depth. There is reed for preparing teachers by summer institutes, by services which should be supplied by a service center, and by leaves of absence for studies at graduate centers and in Asia. The teaching of Chinese and Japanese languages should be seriously undertaken by secondary school students of good aptitude--at first at some 10 regional centers in New England. After more teachers have been trained, these languages should be offered, as are others, as part of the regular curriculum. If there is to be adequate governmental sup)ort, perhaps one-third of the secondary schools in New England could come to provide such instruction. (This survey describes the opportunities for Asian studies in secondary school curricula and what the further needs are. It outlines by phases and activities a proposed service

-73- 8 center for teachers of Asian studiesin New England.)

MA Crystal City Independent SchoolDistrict, Texas. Opportunities for Youth in Education. Final Report, 1971-1973. Office of Economic Opportunity, Washiogton, D.C. 1973. 157p. ED 089 913 MF & HC

The major objectives of this CrystalCity, Texas program were droput prevention, the development of relevantcurriculum for Mexican Americans, and the acquirement of innovativemethods and techniquee, for the success- The initial ful implementation of programsdeveloped by the project staff. (O.Y.E.) 100 students participating in theOpportunities of Youth in Education who met the program were picked at randomfrom a list of approximately 300 received a stipend and guidelines. Twenty-five sophomores and 25 juniors juniors received only program services. Another group of 25 sophomores and 25 from tie remaining list the services. A control group was picked at random for the O.Y.E. of student applicants. A "school within a school" was set up students with a staff of five teacherswho taught math, science, English, Spanish, and social studies in the morning.The students were in the regular school program during the afternoons. Evaluation of the program consisted of undocumentable results along withstatistics on the Amex Evaluation re- results port, grades, attendance,dropout/retention rate, college orientation and the testing program results.

MA Cummins, Emery J.; Palomares, UvaldoH. Assessment of Rural Mexican American Puplis in Preschool And GradesOne through Six. Preliminary 1967. 48p. Report. California State Dept. of Education,Sacramento. ED 017 959MF & HC

An assessment project to evaluatethe educational strengths andweaknesses of Mexican-American students inrelation to themselves and theculture-at-large educational techniques appropriate was initiated sothat curriculum approaches and elemen- to their needs could bedeveloped. The sample chosen for the study were sixth-grade attend- tary school students withSpanish surnames, pre-school through perceptual- ing the San Ysidro public schools. The three areas measured were Each area was measured by motor, social-emotional, andintellectual-academic. secutive days, 120 at least two carefullyselected instruments on seven c' students were administered the tests. From this sample, 25 students were students chosen for in-depth testing. Results indicate that Mexican-American perceptual-motor tend to fall progressively behindthe normative population in characterized by feeling development. Their social-emotional development was self-concept, of inadequacy and low self- esteem. However, in spite of their low Though their social maturity was higher thanthat of the normative population. of the testing indicates normal intellectualability, the academic achievement Mexican-American population was characterizedby a progressive drop in achieve- recommendations and ment throughout the grades. For each area, curriculum educational techniques recommendations are made.

-74- NA Fuchs, Esteele. Curriculum for AmericanIndian Youth. The National Study of American Indian Education, SeriesIV, No. 4, Final Report. University of Chicago, Iii. 1970. 12p. ED 046 602 MF & HC

The National Study of American IndianEducation has documented a broad consensus among parents, students, teachers, andinfluential persons that the most important role of the schoolsis to prepare Indian studentsfor employment in the dominanteconomy and for successful lives in the sociocultural mainstream. With occasional exceptions, curriculumfor Indian children in both Bureau of Indian Affairs schoolsand in public schools parallels the curriculum provided to non-Indianstudents in the public schools.There is virtually no quarrel with theprinciple that the curriculum for Indian youth should include the very best curriculumprovided non-Indian youth, but several major areas stand out as issues ofconcern. Among these are the inclusion of tribal culture and history in school instruction, language instruction,vocational emphasis, and attentionto the dignity of Indian identity. Whatever curriculum developments take placein American education, it is unlikelythat Indian parents will want anythingless for their children than thesame curriculum offered to other Americans. The most outstanding difference, however, is that Indian parents would like the schools to give recognitionto Indian identity.

NA Fullerton, Bill J., comp.; Bell, JohnE., comp. Instructional Centers for Pima Culture. Final Report: Academic Year 198 76EArizona State University, Tempe. Bureau of Educational Research andServices. 1969. 66p. ED 046 608MF & HC

The document contains the finalreport of the establishment of instructional centers for schools of Arizona's Gila RiverIndian Community. The project was made possible through Title III fundsof the Elementary and Secondary Education Act and was intended (1) to provideprograms, services, and materials for making learning experiences more meaningful in terms of Pima culture and (2)to develop instructional materialscenters for the schools of Gila River Indian Community: Cass Blanca Day School, Gila Crossing DaySchool, Pima Central, and St. John's Indian School. Among the topics discussed in thedocument are developing instructional materialscenters, cultural heritage, art education, educational media, reading, science,and social studies.The document concludes with a description of consultant services,an evaluation report, and recommendations for future consultants' servicesand/or programs.

MC Gibson, John S. The Development of Instructional Materialsand Teaching Strategies on Race and Culture in AmericanLife. Final Report- Volumes I, II First Part, II Second Part,III. Tufts University, Medford, Mass. Lincoln Filene System for Citizenshipand Public Affairs. 1968. 691p. ED 028 225 MF & HC

Section I of this final reportpresents basic research findingson teaching and learning about intergroup relationsat the elementary level, and includes

-75- 86 about intergroup relationseducation and a number ofpropositions and critiques Section II is an actual"Intergroup Relations a series ofrecommendations. discussion of the conceptual Curriculum" for elementarygrades; it consists of a teaching tools emphasizinginductive teaching and framework of the curriculum, for use learning activities, andtwo extensive units discovery by students, 20 education Section III containsinformation of teacher at the intermediatelevel. dissemination procedures, program held atTufts University,evaluation instruments, and projections forthe curriculum.

Education, Chicago, Urbanand Ethnic Education Illinois State Office of A Study of Title IX, Section. Title IX EthnicHeritage Project Analysis; Office of Education ESEA, Ethnic Herita ePro'ects Funded _by the U.S. J5TW,-110T7.--- Health, E ucation an e are, July 1,1974, through 1975. 76p. ED 109 006 Office of Education(DHEW), Washington, D.C. MF & HC of the Office ofEducation In 1974, the EthnicHeritage Studies Branch United States. A question- granted awards to 42institutions throughout the completed by all projectsto detail the component naire was developed and those individual project. This report summarizes activity and goals of each and their activities. questionnaires, providing readyreference to the projects descriptions which includeawards, title, director, Part 1 contains project and field tests, deadlines,other related projects, staff, bibliographies, each project by whether project. Part 2 categorizes unique aspects about the establishing resources,bibliographies, units, and it focuses on secondary ethnographic studies of aparticular resource centers orfocuses on in-depth The third partcategorizes the neighborhood using mainlyprimary sources. materials development, projects according toevaluation form, curriculum development, academicdiscipline, curriculum models used,media material to be studied, andethnic and personnel materialsdevelopment, ethnic groups community group participation.

MA Cycle 8 Teacher CorpsPro'ect. Iowa University(University of Iowa), Iowa City. September, 1973 to August,1975. Office of Education(DHEW), Report. SP 009 716; ED to be Washington, D.C. Teacher Corps. 1975. 204p. announced in April RIE MF & HC

of the Cycle 8 TeacherCorps Project of the This is the final report interns, all The project was designedfor 20 bilingual University of Iowa. selected undergraduates. The cooperating teachers were third and fourth year The planning recommendation of localsuperintendents and principals. upon the The interns completed period of the program wasAugust 1973 to May 1974. 1974 and immediately beganthe inservice period their preservice in August working in both the working in variouscommunities. Each intern experienced During the inservice,the interns were lower and upper elementarygrades. for community projects. During the 1975 involved in developing proposals degree they completed all workmquired for the bachelor's summer session, and As a result of theproject, competency-based and/or certification. viable approaches to field-based teacher training programswere seen to be -76- " 8 teacher education.The project appeared to have an impact on the schools and communities served. (Appended to this report are an excerpt from "An Analysis of Extended Planning Periods for Teacher Corps Projects;" module clusters; a list of advisory committee members, interns, and cooperating teachers; orientation activities; grading procedures and an evaluation form; a letter of explanation regarding Teacher Corps grading procedures;faculty summaries of Teacher Corps modules; and program evaluation forms.)

OE Los Angeles City Schools, Calif. Div. of Career and Continuing Education.

Bridqin the Asian Lan uale and Cultural Ga : An Adult Basic Education rogram. nterim Report, 0 ice o Education DH W , Washington, D.C. 1972. 90p. ED 103 703 MF & HC

The document describes a project designed to help the Asian adult bridge the language and cultural gap through a two-pronged approach to the problem: the development of curriculum materials designed to deal with the specific phonological and structura' problems of the Chinese, Filipino, Japanese, and Korean students; and the sponsorship of in-service sessions for the purpose of giving the ESL (English as a Second Language) teacher a better understanding of the socio-cultural and linguistic backgrounds of their students. The document is organized into three major sections: a progress report, a description of in-service training sessions, and instructional materials. Three in-service training sessions are described: (1) socio-cultural-economic backgrounds of the Chinese, Filipinos, Japanese, and Koreans; (2) the linguistic backgrounds of the Japanese and Koreans; and (3) the linguistic backgrounds of the Filipinos and Chinese. The instructional materials section provides phonological charts, structural charts, and a sample lesson. The lessons are situationally oriented, structurally sequenced, and designed to develop oral communication skills as well as reading and writing skills appropriate to the beginning level student. A collection of press releases concludes the document.

NA Murphy, Donald J. A Washington State Indian Project to Develos a Culturally -Based Occupationa Career awareness Curricu um. Fina Report. National Center for Educational Research and Development (DHEW/OE), Washington, D.C. 1974. 31p. ED 108 816 MF & HC

Utilizing data derived from the Clallam, Lummi, Yakima, Spokane, and Kalispel tribes, a curriculum model was developed to meet the needs of American Indian children enrolled in Washington State primary schools. Project objectives were to: (1) increase adult and parental Indian involvement in the educational process; and (2) motivate Indian pupils toward occupational awareness and vocational incentive via use of cultural materials emphasizing Native American occupational history, present career onnortunities, and State and Federal Indian leadership models. Designed to encompass past, present, and future Indian occupational orientations, the model involved the following development process: (1) initial contact with tribe; (2) tribal liaison groups appointed; (3) tribal group recommended persons for employment as interviewers; (4) tribal interviewers trained; (5) data collected and transcribed; (6) staff identified curriculum content; (7) data and content reviewed by tribal liaison/group; (8) curriculum products scripted; (9) scripts reviewed by tribal liaison/group; 88 -77- (10) scripts and stories and/or visuals reviewed by tribal groups; (11) curriculum products produced; (12) products placed in schools and tribes for evaluation; (13) evaluations reported; (14) revisions made; and (15) project disseminated. Teachers whoused and evaluated the materials found them to be well developed, stimulating, and generally valuable.

MC Nostand, Howard Lee. Toward a Bi-cultural Curriculum. Report 1, Areas Where Research Is Needed In Bilingual Education. 1967. 17p. ED 018 285 MF & HC

Every child should learn to understand a second culture and its language in order to cope with intercultural conflicts. This, however, does not mean it is necessary to belong to two cultures, since inner conflict results unless one identifies himself with one way of life of the other. The bi-cultural curriculum proposed is a middle ground between two extremes--imposing the majority's life style and allowing the complete substitution of another. Thus, the best features of each culture would prevail, possibly leading to the eventual convergence of the two. This bi-cultural curriculum would provide the best chance of accomplishing two objectives--(1) the minority students would have the self-confidence of a secure home culture, and (2) the majority of students would be relieved of their superiority complex. The plan for developing this sort of bi-cultural curriculum would require the development of a descriptive knowledge of cultures, and the application of that knowledge in the curriculum. Once this descriptive knowledge is accumulated through research, it then becomes the task of educators to properly sequence experiences which will permit students to assimilate that knowledge.

NA One Feather, Vivian. Through the Development and Testing of an Indian Culture Curriculum. Final Report. Red Cloud Indian School, Inc., Pine Ridge, S. Oak. Oglala Sioux Culture Center, 1972. 75p. ED 067 172 MF & HC

To enable the student to better his self-image, this project endeavors to give the student opportunity to acquire factual knowledge as well as new experience and skills. Through an integrated program of instructional materials, the 9th grade Oglala Sioux student studies the history and culture of the Oglala people on the Pine Ridge Indian Reservation. The basic materials were collected through interviews with Oglala Sioux elders and available reading materials and photographs. The six instructional units cover topics such as: Kinship structure, land, economy, games, legends, and government. Evaluation was based on pre-testing and post-testing 9th graders with comparative analysis with 9th grade students in a control group. The appended curricula guide lists (1) the general principles and objectives of an Indian Studies Curriculum for Pine Ridge Irdian Reservation and (2) the concepts, objectives, attitudes, and resources for each unit of the Ninth Grade Oglala Sioux Curriculum. The texts of the six units are under separate covers in this report.

MA Piper, Richard, comp. Pro ram of In-Service Education for Teachers. Hispanic Urban Center Evau ation Report. Los Angeles Unified School District, Calif. 1972. 41p. Ed 067 184 MF & HC

-78-

S 9 Conducted under the auspices of the City of Los Angeles, East/Northeast model Cities Program, and the cooperation of the Los Angeles Unified School District and Occidental College, this report covers the testing of 158 participants (principals, coordinators, and teachers from East Los Angeles elementary schools) in a program of in-service education titled "The Mexican American in the Schools." The objective of the research was to change teacher perceptions and behavior with respect to Mexican American students. The methodology utilized included a multimedia approach, instructor lectures, a simulation game, and home and community visits. A special inventory of beliefs was devised to discover the perceptions that educational personnel in East Los Angeles have about the nature and incidence of problems encountered by Mexican Americans on the east side. As measured by the pretest and posttest in- ventories, it was concluded that changes in perception were small but did move consistently in a positive direction. Some recommendations for course improvement were that the specifics of the conflict between middle class American values and Mexican values should be identified and taught, and that specific values in the Mexican educational tradition and the ways in which American schools can relate to those values should be taught.The inventory of beliefs is 4ncluded in the appendix.

MC Southwest Educational Development Laboratory. Annual Report. Depart- ment of Health, Education and Welfare, Washington, D.C. 1967. 121p. ED 022 567 MF & HC

Activities of the Southwest Educational Development Laboratory are aimed at meeting the special educational needs of Mexican Americans, Negroes, and Acadian French located within the operating radius of the laboratory. Improved curricular offerings directed specifically toward the regional minorities in Texas and Louisiana have been introduced by the laboratory in science, mathematics, social science, and language arts. Demonstration centers have been established in the 2-stage region to speed adaptation of model programs in particular community environments. Ir addition to curricular improvement, a project aimed at determining the effectiveness of inservice training programs for teachers of the disadvantage in this region is also underway.

AA Spokek, Bernard; And Others. The Development of a Black Curriculum for Young Children. Final Report. University of Illinois, Urbana. Dept of Elementary Education. 1971. 16p. ED 063 031 MF & HC

A two-year project established to develop a kindergarten-primary cur- ciculum to help all children become aware of significant aspects of Black culture and learn to confront the problems they will face living in an integrated society is presented. The program was desiined in four phases. Phase I concerned itself mainly with collecting resources and background data for the black curriculum. Phase II concentrated on developing a series of teaching units in Black Studies for use with young children. Phase III included the final organization and field testing of the resource units. During Phase IV revisiors were made in the teaching units as a result of the information gathered during the field testing and the final report was

90 -79- written. Instructional materials included the Continent of Africa, Language Experiences Black Media, the Aesthetic Curricula and Black Arts, and Music. There were five workshops. In the final workshop, the teachers discussed with the researcher the relevance and effect to the entire curriculum. Findings include: (1) Racial attitudes improved; (2) Improvement in racial attitudes was greater for girls than boys; (3) Pupils in the study made less stereotyped choices in their role identification of Black Americans; and (4) The pupils in the program showed an increase in their knowledge of Black Americans. It is concluded that Black Studies are effective in increasing the self concepts of Black children and in improving academic readiness.

MA Turner, H. C. Team Teaching, Em lo ing a Varietof Methods for Sparish/Anglo-American Intergration. T t e IV, 969-70. Final Report. Las Vegas City Schools, N. Mex. 1970. 52p. ED 056 130MF & HC

A total of thirty participants, mostly teachers, underwent an in-service training program to develop "cultural awareness" in 1969-1970. The project plan was as follows: (1) cultural sensitivity training; (2) cultural awareness, curriculum objectives, and development training; (3) instruction methods and strategies, philosophy of human development, development of teaching units, and Interaction Analysis training; and, (4) follow-up and evaluation.

SURVEYS

MA Baker, William Pitt. 1969 Follow-Up Study of Droputs and Graduates of 1962-63 and 1964-1965; With S ecia1 Reference to Problems Encountered ,y Mexican- mer can Leavers. San Jose East Si e Union High Sc ool District, Calif. 1969. 49p. ED 039 089MF & HC

The purposes of this third report in a series of 5-year follow-up studies of a school district in San Jose, California, are (1) to compare Mexican American and other graduates and dropouts from the school years ending in 1963 and 1965 and (2) to compare the results of this study with the two previous studies (school years ending in 1965 and 1961). Tabular data are presented for 1963 and 1965 graduates and dropouts cross-classified by ethnicity. Comparable figures from the 1965 and 1961 studies are also presented. Most of the tables are followed by statements of the significance of the data, together with inferences drawn from the findings. A summary of findings as applied to the objectives of the study--(1) to determine characteristics and activities of school leavers, (2) to determine differences in problems faced by school leavers of Mexican ancestry, and (3) to evaluate those aspects of the curriculum and guidance program to which the follow-up data apply--is presented, as well as recommendations for improving curriculum and guidance.

-80- MA Baker, William Pitt. 1961 Follow-Up Study of Drop-Outsand Graduates of 1957-58 and 1959-60; With Special Reference to Problems Encounteredby Bilingual (Mexican-American) Leavers. San Jose East Side Union High School District, Calif. 1962. 47p. ED 039 088MF & HC

The purposes of this second report ina series of 5-year follow-up studies of a school district in San Jose,California, were (1) to compare bilingual (Mexican American) and monolingualgraduates and dropouts from the school years ending in 1958 and 1960and (2) to compare the results of this 1961 study witha similar study conducted during the school years ending in 1953 and 1955. Objectives of the study included (1) determination of chararacteristics and activities of "school leavers," (2)evaluation of differences in problems faced by schoolleavers of Mexican ancestry, (3) evaluation of curricular aspects to which follow-updata apply, and (4) evaluation of the school guidanceprogram. The report presents tabular data comparing graduates and dropouts-- often with comparable figures from the original (1956) study--and inferences drawnfrom each table. A summary of findings as related to objectives of thestudy is given, along with recommendations for changes in the curriculum andthe guidance program. A copy of the questionnaire used in obtaining data for the study isappended.

MC Caliguri, Joseph P.; Levine, DanielU. School Districts in the Kansas CitMetro olitan Area. University of Missouri Kansas City. Center for the Study ofetropolitan Problems in Education. 1969. 23p. ED 052 072MF & HC

This report summarizes an informalsurvey to determine how extensively inter-ethnic materials are being used in suburbanschool districts in the Kansas City Metropolitan Area. Data was obtained from reponses toa questionnaire distributed to some 100 teachers and administratorsfrom 20 districts enrolled in two courses, fall 1968. In no school or district dida percentage of black or other minority studentsconstitute an appreciable proportion of the student body. Information was sought on the following topics: 1)representation inclusion, and characteristics of minoritygroups in textual materials; (2) written policies of school districtson the use of inter-ethnic materials; 3) procedures for the selection of inter-ethnic materials; 4)availability of films, filmstrips, tapes, records, magazines, andother kinds of aids with inter-ethnic content; and 5) procedures utilized by school districtsto distribute inter-ethnic materials. Some conclusions are: 1) the situation isvery uneven; 2) more systematic efforts are needed to make high quality materialsavailable and to help teachers use them effectively; 3) few districtshave written policies encouraging use of such materials; 4) few districts haveprocedures to ensure adequate selection of quantity of resources. In conclusion six policies are outlined to devise definite practices for encouraging theuse of good inter-ethnic materials. A discussion by Garvin Hudgins of "The Negro Being IntegratedInto History" is appended.

-81- AA

Glovinsky, Sanford J. Sex Education, Black Studies, Drug Abuse: A Survey of Existing Programs in Four Counties in SoutheasternMichigan. Wayne County Intermediate School District, Detroit, Mich. 1970. 30p. ED 040 135 MF & HC

A questionnaire was sent to 100 school districts (97 publicand three parochial) in southeastern Michigan in an attempt to determine to what extent sex education, black studies, and drugabuse have been included in the curriculum and to provide data to help in establishing new programs. Ninety-six replies were received and the data was categorized as 1) formalsystem-wide; 2) in planning; 3) integrated, i.e., forming part of other existing courses such as physical education, science, sociology, etc. Seventeentables give the detailed results of the survey and appendixes list thecentral offices contacted and include the questionnaire, cover letter, andfollow-up letter.

Levey, Rose Marie Walker. Black Studies in Schools: A Review of Current Policies and Programs. Education U.S.A. Special Report. National School Public Relations Association, Washington, D.C. 1970. 50p. ED 038 466 MF; HC/Available from National School Public Relations Association, 1201 16th St., N.W., Washington, D.C. 20036.

This review, by the editors of "Education U.S.A.," surveysschool systems across the country and lists outstanding programsrelating to black studies and the schools--where do they stand?; blackstudies and the states--what have they done?; and, case studies of the fifteen schooldistricts--Philadelphia, Cleveland, San Francisco, Harvey (I11.), Berkeley, Buffalo,Los Angeles, Evanston, Providence, San Mateo (Calif.), Madison, Washington(D.C.), Rochester, and New York City. The case studies deal with programs in somedetail, often including materials published and/or used by the schooldistricts. A concluding section reviews the status of black studies today. The following suggestion and guideline items are appended: (1) Suggestions from Los Angeles City Schools--use of Negro history materials in social studiesclasses in elementary schools; (2) Suggested guidelines for an inservice coursein iuman relations- from the Board of Education, New York City;(3) Seven guidelines for introducing Negro history in the classroom--Flint, Michigan; and(4) Guidelines from the Nevada State Department of Education for use in selectingmultiethnic materials.

:)3

-82- CLASSROOM MATERIALS

TEACHER EDUCATION

AA Chochezi; And Others. The Culture GhettoCycle Syndrome. University of Houston, Texas Coll. of Education.29p. ED 109 908MF & HC

This learning component provides internswith insight into the dynamics of black culture and the ghetto cyclesyndrome, develops positive attitudes toward black people and black cultureas reflected in the behaviors of black people, and relates this knowledgeand information to the understanding of other cultures. Activities within the componentemphasize the black family, eco-political systems, discriminationagainst black people, human demoralization, and untapped resources. Two modules are presented, cultureand the black family, with learning activitiesbibliographies, and flow charts.

OE Hartford University, West Hartford,Conn. Coll. of Education. Modular Sequence: Pue-to Rican Pupils in Mainland Schools. Instructor's Guide. Teacher Corps Bilingual Project. Office of Education (DHEW),Washington, D.C. Teacher Corps. 12n. ED 103 380 MF & HC

The purpose cf this modular sequence is to provide teachers with acomprehensive awareness and concrete applicationsof Puerto Rican culture with respect to public school classrooms. It focuses on the teacher's individual needs and specified competenciesto be attained. The sequence is divided into 12 modules, each of which include a preassessment test,a postassessment test, and learning tasks. Competency is through successfulcompletion of the learning activities and postassessments of each module. (This document isa description of the entire modularsequence and contains a bibliography.)

OE Hartford University, West Hartford,Conn. Coll. of Education. Modular Sequence: Puerto Rican Pupils in Mainland Schools,TTP 003.01. The Puerto Rican in Puerto Rico. Teacher Corps Bilingual Project. -Office of Education (DHOW), Washington, D.C. Teacher Corps. 10p. ED 103 369 MF & HC

This module provides the participantwith an overview of life and living conditions in Puerto Ricoso that as a teacher he may better understand the

9.1 -83- lives of Puerto Ricans on the Islandand (b) describe both urban and rural lifestyles on the island. The student completes a preassessment test,chooses tasks from a list of alternatives,and concludes the module with a postassessment test. (A 22-item bibliography is included.)

Hartford University, West Hartford, Conn. Coll.of Education. Modular Sequence: Puerto Rican Pupils in Mainland Schools. TTP003.05.Te Puerto Rican Family. Teacher Corps Bilingual Project. Office of Education (DHEW), Washington, D.C. Teacher Corps. 59p. ED 103 381 MF & HC

This module provides the participant with anoverview of the structure of the Puerto Rican family and theforces which have affected it. It is believed with that the learning alternatives inthis module will provide the reader greater insight into the family livesof Puerto Rican children. Upon completion of this module, the participant will be ableto (a) describe the traditional structure of the Puerto Ricanfamily and the roles of its members,(b) explain the effect of the Americanization of PuertoRico on the the Puerto Rican family, and (c) discuss he effect of mainland migration on thestructure of migrating families. The participant completes a preassessmenttest, chooses tasks from a list of alternatives, reads the attachednarrative, and concludes the module with a postassessment test. (A bibliography is included.)

Henry, Jeanette, ed. The American Indian Reader: Education. Ford Foundation, New York, N.Y. Available from Indian Historian Press, Inc., American Indian Educational Publishers, SanFrancisco, Calif. 1972. 300p. ED 076 298Document Not Available from FDRS.

Analyzing American Indian education, the bookis the second in a series designed for classroom use, teacherpreparation, and the general reader. A collection of the most important articlespublished in "The Indian Historian" during the last seven years, the bookalso introduces new materials prepared specifically for the series. The contents cover seven educational areas: approach and philosophy; lessons of history;problems of today; critique and evaluation; film and book reviews; "relevant"education; and a curriculum sampling. Subjects have been arranged for resource useand suggest a guide to study in each area.This book attempts to present ideas aswell as information. Certain ideas are offered to stimulatediscussion and to develop with more student participation,i.e., teachers must reccgnize that identity one's heritage is natural, usually a cherishedpossession that cannot be de- meaned, discredited, or devalued.

ME Keach, Everett T., Jr. Intercultural Understanding: The Problem and a Process. SocialStudies for the Elementary School. Proficiency Module #7 University of Georgia, Athens. Dept. of SocialScience Education. 1972. 39p. ED 073 983 MF & HC

-84- This module is one in a series of teaching modules developed for a contemporary social studies curriculum. The purpose of this module is to develop an understanding of the sources of content to be used in an intercultural awareness curriculum and to reinforce teaching strategies learned in the other modules by applying them to the development of lessons in intercultural understanding. The terminal competency for this unit is: Given selected information on the "objects" and "dimension" of intercultural understanding, the reader will be able to derive a generalization from a set of cross cultural data and write a lesson plan incorporating an "object" and a "dimension" of intercultural understanding. The first section of the work discusses the development and applications of behavioral objectives in con- structing an intercultural understanding curriculum. The second part contains case studies of two different cultures: The Hopi Ind4ans of Northeastern Arizona; and a Japanese Family.

JUNIOR HIGH/HIGH SCHOOL

AA Penn, Joseph E.; And Others. The Ikgro in American History, A Curriculum Resource Bulletin for Secondary Schools. District of Columbia Public Schools, Washington, D.C. 1964. 129p. ED 002 476 MF & HC

A supplement to the regular eleventh grade American History text book is given. The story of the Negro in American History and an elucidation of his contributions to our society are presented. Thus an attempt is made to provide a respected self-image to all students and to emphasize their responsibilities as American citizens. The American Negro role, from the period of exploration and colonization to the social revolution of today, is covered. A chronology of significant events and a list of distinguished Negroes is given. A bibliography is included at the end of each chapter.

-85- CURRICULUM MATERIALS

PRESCHOOL/ELEMENTARY

Aloy, Noela; And Others. A Hawaiiana Program Guide and Teacher Orientation. Hawaii State Dept. of Education, Honolulu. Office of Instructional Services. A Masters Project presented to the Graduate School, University of Hawaii in pcctial fulfillment of the requirements for the degree Masters of Education. 1973. 248p. ED 110 368MF & HC

Two sections comprising this guide--a program or curriculum guide and a teacher orientation or teacher's resource--are designed to be used together for teaching about Hawaii in the fourth grade.Activities in the curriculum guide are based upon an inquiry-conceptual approach and focus on the formation of concepts and generalizations which help students developan understanding of culture. Organizationally, the curriculum guide is divided according to concepts and their accompanying activities, with specific objectives listed for each activity. Concepts included are migration, environmental adaptation, social organization and control, roles and rules, inter- dependence, socialization, social values and behavior, political organization and change. The teacher's resource presents aspects of ancient Hawaiian life. It contains student and teacher annotated bibliographies and resource places. Topics covered in the teacher's resource are migration and origin, geography and geology, shelter, food, clothing, occupations, religion, government and society, games and sports, and music. This guide is meant to be used flexibly -- teachers should adapt and modify it appropriately for their students.

MC Boston Public Schools, Mass. Curriculum Guide: Social Science. Elementary. Edward J. Winter, Secretary, Boston School Committee, 15 Beacon Street, Boston, Massachusetts 02108. 1969. 361p. ED 046 801 Document Not Available from EDRS.

The purpose of this curriculum guide is the development of those understandings, attitudes, and skills necessary for effective and responsible democratic citizenship. This curriculum hopes to develop in each child the realization of his own uniqueness, dignity, and worth and an awareness of these characteristics in others through the structure of its activities. This program is based upon the interrelated disciplines of the social sciences: economics, geography, history, sociology, anthropology, and political science. Unlike previous curricula, which drew boundaries between 97 -86- subject areas, it is recommended that this program be interrelated with all other curricular areas, especially art, music, literature, and language arts. This program is rooted in the premises of a democratic society: self-realization, responsibility for the general welfare, and faith in shared intelligence. An in-depth study of ethnic groups was decided upon in order to help the child appreciate the cultural diversity of his environment, to understand individuals from different backgrounds, and to be able to relate well to them. Capitalizing on the mixture of people in our urban society, the program includes an in-depth study of seven ethnic groups living in the Boston area: Afro-American, American Indian, Chinese, Irish, Italian, Jewish, and Puerto Rican.

MC Boston Public Schools, Mass. Curriculum Guide: Social Science. Primary. Edward J. Winter, Secretary, Boston School Committee, 15 Beacon Street, Boston, Massachusetts 02108. 1969. 389p. ED 046 802 Document Not Available from EDRS.

The purpose of tins curriculum is to guide the child in decision-making in the areas of citizenship and human relations, to develop an understanding of his environment and the larger environment of the world in which he lives, to help the child to adapt to our changing society and its changing demands. We hope to accomplish these goals through the development of some of the major principles of the social sciences, namely: anthropology, sociology, geography, economics, history, and political science. We hope to instill in each child an appreciation of his own worth as an individual and the worth of others with whom he may be in contact, through participation in group activities in school. Each child needs to have a feeling of belonging to groups which may broaden his horizons and expand his expectations. A multidisciplinary approach is used including language arts, literature, art, and music. The teacher should use this document as a guide rather than as a prescription. Flexibility is built into the guide which may be supplemented by the creativity of the individual teacher, taking into consideration the needs of the children within her class. In addition to the ethnic groups section, sections on the individual, the family, the community, the City of Boston, and a unit plan on transportation are included.

MC Caddo Parish School Board, Shreveport, La. Multi-Ethnic Conbributions to American History. A Supplementary Booklet Grades K-3. 38p.

SP 009 719; ED to be announced in April RIE MF & HC .

The booklet is intended for primary school teacher. It lists 22 suggested activities as well as ideas for using music, art, and bulletin boards for multicultural education. The purpose of the first activity is to provide opportunities to discuss great Americans of different ethnic backgrounds.An extensive list is included which contains members of many ethnic groups (mostly men) who have made contributions in medicine, sports, science, civil rights, the military, and entertainment. A bibliography of books and films is also included for both teachers and students. 93

-87- NA Delaware State Dept. of Public Instruction, Dover. Archaeology in Delaware. Pupil's Guide. 1969. 45p. ED 046 820 MF & HC

The archeology of Delaware, for all practical purposes meaning Indian prehistory, is the focus of this set consisting of teacher's and pupil's guides. Intended primarily for use at the fourth grade level, the material can successfully be adapted for use in grades 5 through 8. The teacher's guide is flexible and non-structured, allowing for individual situations and ideas. It contains references to source material, a glossary, possible topics for discussion, suggestions for the utilization of multimedia materials, and several illustrations designed for the purpose of producing transparencies. The pupil's guide is a well-illustrated introduction to the nature and methods of archeology, emphasizing similarities between human communities. A final section presents a cultural reconstruction of Delaware Indians before the arrival of Europeans.

MC Maryland State Department of Education, Baltimore Division of Instruction; Maryland State Department of Education, Baltimore Division of Compensatory, Urban, and Supplementary Programs. New Pers ectives in Inter rou

Education. Volume I. 1975. 375p. 0 ; ED to e annonunced in April RIE MF & HC

GRADES OR AGES: Kindergarten and Elementary. SUBJECT MATTER: Intergroup Education. ORGANIZATION AND PHYSICAL APPEARANCE: Sections one and two provide the background for classroom implementation of intergroup education and include a statement of beliefs, the State position on intergroup education, delineation of practical implementation, and required supportive services for this program. Sections three through five are intended for the guidance of the classroom teacher and include the overall guide objectives for the teacher and the student, the recurring themes in intergroup education, and an explanation of how the objectives and themes can be implemented. Sections six and seven contain the teaching units for kindergarten and elementary grades, additional learning activities, and selected bibliographies for the instructional levels. Section eight contains a selected bibliography for teacher reference. OBJECTIVES AND ACTIVITIES: Each teaching unit contains learning objectives and activities. INSTRUCTIONAL MATERIALS: Each teaching unit contains a list of materials and resources. ASSESSMENT: Assessment tasks are listed for each instructional objective. OPTIONS: Additional supportive activities are included for sections six and seven.

mr. Millbrae School District, Calif. Multicultural Education Guide for Grades 4, 5, and 8. 1970. 82p. ED 051 054MF & HC

This resource guide, prepared by teachers, is designed to incorporate minority group studies into the district's social studies curriculum at levels 4, 5, and 8 as a start toward goals specified in the state law. 99 -88- Introductory material discusses the California Education Coderequirements, local district policy, and the work of the curriculum developmentcommittee. The goal of this course is to offer childrenmore complete information about five minority groups in the United States: Afro-Americans,American Indians, Chinese-Americans, Japenese-Americans, and Mexican-Americans,with an additional unit on Prejudice. Each unit is concept oriented; various topicsto be explored are outlined with the appropriate grade level indicated.Objectives for the unit are given; materials of instruction and learningactivities are described. Some teaching techniques usedare observation, field trip experiences, dramatiza- tions and role playing, individual research, small and largegroup activities, educational games, critical thinking and comparative analysis.Resource materials are listed in the guide with student materialsincluded for some units; in addition, a district bibliography, MaterialsPertaining to Three Minority Groups: Negro-Americans, Mexican-Americans, and Oriental-Americans, isto be used.

AA New York City Board of Education, Brooklyn, N.Y. Bureau of Curriculum Development. Black Studies: Related Learning Materials and Activities in Social Studies for Kindergarten, Grade 1 and Grade 2. Curriculum Bu etin, 970- Ser es, Num er 3. 1970. 68p. ED 05 3 F & HC

The bulletin is divided into four main sections. The first section presents an introduction, objectives, and a list of the major themesfrom the Social Studies courses of study for Grades Kindergarten throughTwo. The remaining three sections are composed of suggested materials andactivities for each of the respective grades. A bibliography for all of the grades is found after the suggested learning activities.The introduction and the objectives should be read before using the materialsso that the purpose of the bulletin is clearly understood. The suggested materials and activities may be used as presented or adapted tb enhance pupil learning. Learning activities are found under the appropriate themes for eachgrade. As the teachers introduce each theme in the Social Studiesprogram, they should refer to this Black Studies bulletin for materials and activitiesto further enhance those concepts and understandings which the pupilsare developing.

NA Partnow, Patricia H. Writing Social Studies Curricula on Native Cultures. 1975. 5p. ED 108 803 Not available separately, see ED 108 802, 62p., MF & HC

There are virtually no social studies materialson Alaska Native cultures available throughout the state in a suitable form for elementary level students. Federally funded programs emphasizing Native culture fall into two general categories: (1) arts and craftsprograms and (2) high school culture-history courses. However, a critical need still exists in three areas: (1) materials on cultural concepts and historical materials which are prepared specifically for elementary grades; (2)materials which can be easily distributed to students in a number of schools, both urban and rural; and (3) materials which do not dependon the expertise of any

1,)0

-89- particular individual, such as a teacher orlocal resource person, but which can be used regardless of theteacher's educational background. In response to these needs, the AlaskaNative Education Board began work on elementary level social studies curricula on theNative cultures of Alaska. The Board found six factors to be extremelyimportant in planning the units: (1) the students; (2) the teachers; (3) the subject matter;(4) the time frame; (5) the school setting; and (6) the community. This paper briefly discusses these six factors. Based on these factors, a sample curriculummodel is given.

South Dakota State Department of PublicInstruction, Pierre. Families Social Studies Guide, Unit II, Year 1. 1969. 49p. in the Communit . D 98 MF & HC

GRADES OR AGES: Grade 1. SUBJECT MATTER: Social studies: Families in the community. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory material includes an overview of the unit,suggestions for incorporating it in the K-12 social studies program, andsuggested ways to initiate the units. The main text is presented in four columns:content, teacher direction, student learning activities, and resorces. (All resource materials are in fact listed in the bibliography, leaving this columnblank.) Additional material includes a short section onevaluation, a bibliography, and a sample unit on aSioux OBJECTIVES family. The guide is mimeographed andstaple-bound with a soft cover. AND ACTIVITIES: General objectives are given in the introductorymaterial. Student activities are listed in the main text. INSTRUCTIONAL MATERIALS: The bibliography lists books, pictures, films,filmstrips, and records. STUDENT ASSESSMENT: Criteria are provided for student self-evaluation,teacher evaluation of students, and teacher self-evaluation.

Spodek, Bernard, And Others. A Black Curriculumfor Early Childhood Education: Teachinq_Units. ERIC Clearinghouse on Early Childhooa Education, Urbana, Ill. 1971. 191p. ED 069374MF & HC

Teaching units are presented for a blackcurriculum in early childhood education dealing with Africa and itschildren, language experiences and the black media, Afro-American arts, and socialstudies. Each unit is first discussed in general in regard to goals andcontent, and then each is broken down into specific objectives, contentoutline, teaching procedures, and materials. The units are directed at urbanchildren and emphasize cultural heritageand teacher and educator with self-awareness. A final resource unit provides the what a qualitative listing ofmaterials about blacks, giving information on is available for use with youngchildren, and how and where to secure with filmstrips and the materials. The resources include teacher references, slides, films, records, pictures and posters,children's literature (picture, prose, and poetry), sourcesof materials, and annotatedbibliographies.

Thomas, Sharon W., comp. Culture Based Curriculum for Youn Indian a t La e City Children. Randers Publications and a es, '.1. :ox 12, Utah. 1975. 342p. ED 107 389 Document Not Available from EDRS.

-90- 1'1 Designed as a resource and curriculum guidefor early childhood educators, this publication encompasses both American Indiansociocultural background and culture based lesson plans and activities.Indicative of its organization and scope are the comprehensive chaptersdevoted to discussions of: (1) the historical failure of Indian education; (2)the need for culturally relevant education; (3) the special problems inIndian education with reference to the unique cultural orientationof Indian children; (4) thecommon misconceptions about Indians and the natureof Federal and tribal organizations; and (5) the cultural value of localresources and culturally relevant field trips. Additionally, comprehensive lesson plansand activities are provided by chapter for the following: art, language andconcept development, music, science, Indian foods and nutrition, play, and socialstudies. Provided in conjunction with the lesson plans are numerous songs, lullabies, culture based finger plays,poems, original stories, and stories basedon Indian legends, as well as activities developed around sandpainting, dramaticplay, natural dyes, Indian food recipes, dance, plant identification anduse, etc. Also included is an extensive bibliography of books, records, pictures,filmstrips, and films about American Indians.

JUNIOR HIGH/HIGH SCHOOL

NA Barrios, Earnest, (Comp.); And Others.A Resource Guide for Teaching Chicano Studies in Junior and Senior HighSchools. San Diego City Schools, Calif. Available from Office of MaterialsDevelopment, Education Center, San Diego City Schools, 4100 NormalStreet, San Diego, Calif. 92103 1969. 222p. ED 080 223 Document Not Available from EDRS.

In 1969, teacher of the San Diego CitySchool District, students, and representatives of the Chicano community assistedin the development of this resource guide for junior and senior high schools. Information gleaned from history, sociology, anthropology, andliterature was compiled. Contributions from art, music, and dramawere also included to make the guidea more complete teaching and learning tool. Using the guide, students should be ableto better understand the history, tradition, andculture of the Mexican and relate this to present-day educational, economic,political, and social problems encountered by Chicanos in contemporary Americansociety.

AA Boone, Dave. The Black Novelist in America,English, Contemporary Literature: 5114.57. Dade County Publich Schools, Miami, Fla. 1972. 25p. ED 078 443 MF & HC

As part of a quinmesterprogram, this course, The Black Novelist in America", extends an opportunity forthe student to take a personal and intellectual journey into the hearts, souls, minds,and emotions of black people. The range of subject matter includes (1) distinction between 102 -91- of black folk the novel and otherliterary forms; (2) internalization (3) demonstration heritage as a contribution toAmerican literature and music; made to the development of awareness of thecontributions black novelists have the Harlem Renaissance of American literature;(4) examination of the impact of (5) evaluation of major on the black conscienceand the literary world; and under performance black writers and their works. Teaching strategies are arranged black objectives, all aimed toward bridgingthe identity gap among young for students and other Americans andtoward opening new and exciting avenues communication.

AA History. A Boston Public Schools, Mass. The Negro in United States Edward J. Winter, Resource Guide (Tentative) forGrades 7 and 8. Secretary, Boston School Committee,15 Beacon Street, Boston, Document Not Available from Massachusetts. 1970. 160p. ED 046 800 EDRS. Boston This resource guide has beendeveloped by a curriculum team of University to teachers and the staff of theLincoln Filence Center at Tufts delineating provide the social studies teacherwith materials suitable for experience in United the role of the Black man andthe meaning of the Black the mainstream of American States History. The Black experience is woven into History and is presented within thetraditionally organized chronological The curriculum United States History curriculumthroughout the school year. provides for considerable studentparticipation in the teaching-learning process domains of Black and is concerned with both thecognitive and the affective (1) Basic Observations: to history. The units are divided into fourparts: and standard provide the teacher with insightsinto the most important concepts period to historical interpretation in eachperiod from the pre-Revolutionary and to in- the present; (2) DocumentaryMaterial: to supplement school texts, lessons; clude content questions and discussionquestions to supplement standard curriculum (3) Related Learning Activities: a medium tobe used to enrich the research tool and increase student involvement;and (4) Suggested Readings: a for independent study. This guide is provisional in nature.

AA A Boston Public Schools, Mass.The Negro in United States History. Resource Guide (Tentative) forSenior High School. A supplement to the Curriculum Guide in UnitedStates History for Senior HighSchools. 1969. 101p. ED 051 154MF & HC

GRADES OR AGES: Senior high school (Grades10-12). SUBJECT MATTER: The Negro in United States history. ORGANIZATION AND PHYSICAL APPEARANCE: 3) The The guide has 12 units:1) African Background; 2) Exploration; 6) Slavery; Revolution; 4) The Constitution; 5) Westward Expansion; 9) Reconstruction; 10) Search 7) Lincoln and Slavery; 8) The Civil War; Each unit has the for Dignity; 11) Negro in Labor; 12) Civil Rights. following sections: objectives, suggested resources,audio-visual material, 13 -92- and bibliography. The guide is mimeographed and spiral-bound with a soft cover. OBJECTIVES AND ACTIVITIES: Objectives listed at the beginning of each unit give the main ideas to be coveyed conceptually. Activities are designed to motivate further independent study on the part of the students. INSTRUCTIONAL MATERIALS: The suggested resources include readily available materials specifically oriented to individual unit areas.The audio-visual material and bibliography for each unit give a comprehensive selection of sources offering a wide range of related material. There is also a general bibliography of 67 items. STUDENT ASSESSMENT: No special provisions made for evaluation.

NA Cathey, Wallace; And Others. Past and Contemsorar Nava o Culture Go Hand in Hand. Curriculum Guise. iproc Nepenent c oo listrict Number 22, N. Mex. 1969. 34p. ED 034 638 MF & HC

A course in past, present, and future Navajo culture has been developed for Navajo secondary school students. The philosophy of the course is that the Indian, regardless of his acculturation level, has the right to treasure the customs, arts, and beliefs of his ethnic group and that these cultural values should be presented in a sequential and systematic educational manner in the classroom. Objectives of the course include development of (1) an appreciation of Navajo history, cultural beliefs, and customs; (2) an understanding of the Navajo language and its structure; and (3) an appreciation for cultural art as a means of communication. A course outline is presented with suggested learning activities and instructional materials.A bibliography and a list of filmstrips with ordering information are included.

NA Dunn, Helen. Indians of Nevada: Volume 1. Nevada State Dept. of Education, Carson City. Federal-Relations and Programs Branch. 1973. 24p. ED 100 603MF & HC

As part of a continuing program designed to provide Nevada's school population with information that will facilitate greater awareness and understanding of both past and present Native Nevadan lifestyles and contributions, this generalized curriculum guide might constitute a social studies unit for the upper levels of elementary and/or junior high schools. Divided into three basic areas of study, predicated on time periods, this guide encompasses: (1) the Economy of the Great Basin in Prehistoric Times (The Indian--His Home and Family); (2) Historic Times (Reservations, Tribes, Location, and Jurisdiction); and (3) The Historic Indian. Each narrative is followed by a word study list. Also included is a Nevada map designating country boundaries and the historical territories of the Washoe, Northern Paiute, Southern Paiute, and Shoshone Indian tribes. Among the cultural concepts addressed are nomadic tendencies, family groups, extended families, food procurement and processing, children, marriage, practical education, respect for the aged, share parental responsibilities, and those historical developments which altered the Indian way of life. Examples of words found in the word study lists are aboriginal, primitive, nomadic, necessity, economy, survival, source, and bureau.

-93- 131 NA Dunn, Helen. Indians of Nevada: Volume 2. Nevada State Dept. of Education, Carson City. Federal Relations and Programs Branch. 1973. 23p. ED 100 604Mr & HC

Designed to provide Nevada's school population with information that will facilitate awareness and understanding of past and present Native Nevadan lifestyles and contributions, this generalized curriculum guide might constitute a social studies unit for upper elementary and/or junior high schools. Emphasis is on the cultural-historical influence of Nevada land and climate and plant, animal, and bird life. The narrative is supplemented by pictures (sketches of plants, food preparation, and food harvest); a word study list (40 words); a physiographic map of the United States; and a Nevada map, delineating county boundaries and the historical territories of the Washoe, Northern and Southern Paiute, and Shoshonean Indian tribes. Basic concepts include geographical influence on lifestyle; semi-nomadic and semi-sedentary cultures; food gathering and food preparation; medicinal use of plants; staple foods; the necessary ethic of "waste not"; and the implements and means of animal food procurement. The word study list includes such terms as metate, staple, mahogany, spawn, migratory, pits, atlati, terrain, nomadic, prehistoric, pinon, and intense.

NA Dunn, Helen. Indians of Nevada: Volume 3. Nevada State Dept. of Education, Carson City. Federal Relations and Programs Branch. 1973. 14p. ED 100 607 MF & HC

As part of a continuing program designed to provide Nevada's school population with information that will facilitate greater awareness and understanding of both past and present Native Nevadan lifestyles and contributions, this generalized curriculum guide might constitute a social studies unit on religion for upper elementary and/or junior high schools. Subject areas covered are: (1) Early Religion of Desert Culture Indians (focus on the Shaman and the nature of good and evil); (2) The Ghost Dance Religion (a response to the intrusion and the physical and cultural destruction brought about by the white man with the discovery of gold and silver in 1848 and 1857); and (3) The Peyote Religion (development of a Narcotic based Christian/pagan religion identified as..."a strong defense of Indian culture and identity and an avenue between Indian and White cultures'). Accompanying the narrative are a word study list (40 words) and a Nevada map, delineating county boundaries and the historical territories of the Washoe, Northern and Southern Paiute, and Shoshonean Indian tribes. The word study list includes such words as moral, supernatural, ceremony, manipulate, impact, interpret, narcotic, and reliable.

Dunn, Helen. Indians of Nevada: Volume 5. Nevada State Dept. of Education, Carson City. Federal Relations and Programs Branch. 1973. 20p. ED 100 607 MD & HC

1 -94- As part of a continuing program designed to provideNevada's school population with information that will facilitategreater awareness and understanding of past and present Native Nevadan lifestylesand contributions, this generalized curriculum guide might constitutea social studies unit for upper elementary and/or junior high schools. Areas covered are: (1) The Political and Family Life (assumedto have been one and the same thingamong prehistoric Desert Culture Indians); (2)Ceremonial and Religious Life (group and individual needswere met via ceremonies held for religious purposes and those held for "pure fun") (3)Pleasure (gossiping, playing group games, feasting, and dancing); (4) Social Orientation (minimalcommunication between different prehistoric tribes butmaximum communication and strict conformity within a given tribe); (5) Basketry (historyand purpose of basket weaving, including an anecdotal biography of Dat-So-La-Lee,a famous Washoe woman who lived from 1828-1925). This biographical section constitutes the major portion of the guide, tracing Dat-So-La-Lee'scareer from her early devotion to religious ceremonial baskets to those laterwoven for economic survival at the request and specifications of the whiteman.

NA Dunn, Helen. Indians of Nevada: Volume 6. Nevada State Dept. of Education, Carson City. Federal Relations and Programs Branch. 1973. 19p. ED 100 608MF & HC

As part of a continuing program designed to provide Nevada's school population with information that will facilitate greaterawareness and understanding of past and present lifestyles and contributions of NativeNevadans, this curriculum guide might consititutea social studies unit on the history of Indian education for upper elementary and/or junior schools.Areas covered are: (1) Primitive Times (emphasis on necessity for practical education, differences in education of males and females, and the role of eldersas teachers); (2) Classroom Traits and Possible Causes (a listof traits and possible causes is given; for example, "a feeling or resentment, suspicion,and sometimes hatred" is correlated with early unfortunate contact with the white culture); (3) Important Facts of the Indian Pupic (this list toucheson health education, home visitation, attitude changes, etc.); and (4) Important Phases inthe Education Story (development of Indian education in Nevada is tracedfrom the early "Ranch Schools" through "Day Schools" to the public schoolprogram in- stigated in 1934). Also included in this guide are a word study list (120 words) and a Nevada map (county boundaries and the historicalterritories of the Washoe, Paiute, and Shoshone Indian tribes).

Dunn, Helen. Indians of Nevada: Volume 7. Nevada State Dept. of Education, Carson City. Federal Relations and Programs Branch. 1973. 15p. ED 100 609MF & HC As part of a continuing program designed to provide Nevada's school population with information that will facilitate greater awareness and understanding of past and present Native Nevadan lifestyles and contributions, this curriculum guide might constitute a social studies unit for upper elementary and/or junior high schools. This guide deals with famous Indians of Nevada. It presents: (1) biographical sketches of Captain Truckee (a Northern Paiute and claimed father of Chief Winnemucca, who fought against the Mexicans in California with John C. Fremont); (2) Chief Winemucca (a Northern Paiute who made many efforts to prevent open conflict with the white man and who was respected by Indians and whites alike); (3) Sarah Winnemucca (daughter of Chief Winnemucca and an educated woman who wrote "Life Among the Paiutes", published in 1883, and gave public lectures on the "outrageous" treatment of Nevada Indians by the Federal Government); and (4) Wovoka (a religious Paiute who urged his people to follow the ways of peace via the Ghost Dance). Other Indian notables mentioned in this guide include Numaga, Johnson Sides, Helen Joaquin, and Natchez. A Nevada map delineating county boundaries and the historical territories of the Washoe, Paiute, and Shoshone tribes is also included.

Evanston Township High School, Ill. Course Guide for Afro-American Literature. 1969. 33p. ED 045 637MF & HC

This guide is designed for a one-semester elective course in Afro- American literature for high school juniors and seniors. The approach to the literature is generally by genre. After a statement of philosophy, the guide lists cognitive, affective, and psychomotor objectives for the courses; suggests teaching-learning activities concerning readings, class discussions, written or oral presentations, and examinations; gives technigues for assessing students' progress; and outlines available learning resources (print, non-print, and resource persons). An annotated bibliography on Afro-American literature is also provided for the teacher. Appendices include an annotated list of literature by and about Negroes, a list of books to make up a classroom library for the course, and a list of social studies books to aid in teaching Afro-American history.

MA Flynn, John. La Raza; A Guide to the Herita e of Mexican Americans. 1969. 40p. ED 035 85 M & HC

Designed primarily for use with eleventh and twelfth-grade students, this course outline is intended to guide teachers and students in planning a course in Mexican American history and culture.The guide begins with the early history of Mexico and concludes with a contemporary history of Mexican Americans in the southwestern United States. Each page of the document is divided into three sections: (1) a histroic outline, (2) suggested inquires and activities to be used by the teacher in stimulating student discussion and research, and (3) related reference materials such as books, maps, and filmstrips. A bibliography containing recommended books, audiovisual materials, and teachers' reference materials is appended.

1vi -96- AA Framingham Public Schools, Mass. The Black Man inAmerican Society 1968. 72p. ED 065 498MF & HC

GRADE OR AGES: Junior high school. SUBJECT MATTER: American society. The black man in ORGANIZATION AND PHYSICALAPPEARANCE: There are four major parts each withan overview. The four partsconcern a) the African heritage of the blackman, b) the American exploitation c) the black man's of the black man, contribution to Americansociety, d) the black man's dilemma in the white man's world. Each part has sections with a list of behavioral objectives overviews and (student orientedactivities). havioral objective has Each be- references, suggestedprocedures, and other aids. bibliography, two pretests, A and readings fromrelated materialsare included. The guide is mimeographedwith a metallic binder and soft cover. OBJECTIVES AND ACTIVITIES: Objectives are stated in each section in terms ofobservable student behavioror an observable product of student behavior. Specific activities are listed. INSTRUCTIONAL MATERIALS: records, and filmstrips Books, magazines,newspapers, are listed in the bibliography. STUDENT ASSESSMENT: No provision is madefor evaluation.

MC Gray, Desmond P.; And Others. Minority Groups in America,English: 5112.47. Dade County Public Schools, Miami,Fla. 1971. 29p. MF & HC ED 068 975

This course outline proposes that an examination of theheritage and contributions of ethnic and minoritygroups will help students better understand American culture. It also suggests that investigationsinto histor:cal immigrations, geographic settlements, literature, fine arts, and musicwill reduce prejudice and discrimination. The subject matter of the study of definitions of course includes minority and ethnicgroups, minority stereotypes, the historical backgrounds and characteristics of American minoritygroups, minority group contributions to Americanculture, characteristics separating from dominant social minorities majorities, contemporary statusof minority and ethnic groups, and the progress of and restraints upon minorities today. Numerous suggested tea6ling strategies to fulfill the course objectivesare proposed, and a bibliography of studentand teacher resources is included.

MC Hawaii State Dept. of Education, Honolulu. Office ofInstructional Services. Hawaii's Immigrants. Social Studies. Secondary Education. 1971. 64p. ED 053 999MF & HC

The purpose of this packet isto assist teachersas they individualize instruction to meet the needs, interests, and abilities ofseventh grade students. The activities in this unitare mostly inquiry and social oriented. science There are three major ideasbehind the packet: 1) The first generation immigrants closely observed the customs of thecountry in which they grew up; 2) The first generation faced many difficultiesin adjusting to the new environment; and, 3) As the immigrants becameAmericanized and as 138

-97- old customs began to second and third generation grewup in Hawaii, many contains one of the major ideas, disappear. Each lesson in the packet The remainder behavioral objectives,instructions, and learning activities. immigrants. of the packet consists ofstudent readings about Hawaii's

Eskimo Students: A Holthaus, Gary H. Teaching Eskimo Culture to 1968. 215p. Special Program forSecondary Schools in Bristol Bay. ED 032 173 MF native Eskimo youth in Bristol Bay, Alaska,caught between the clash of culture. The and white cultures, havedifficulty identifying with white middle- curriculum In Indian schools in the area,geared primarily to white Textbooks and standardized class standards, is not relevant tothe students. little meaning tests, based on experiences commonto a white culture, hold Teachers unfamiliar withEskimo traditions and culture for Eskimo students. Since the are unable to understand orcommunicate with the native people. students' cultural existing curriculum in BristolBay schools ignores the background, the author considers thecreation of a unified multi-semester method of dealing social studies curriculum aboutthe native heritage as a in creating such a with students' problems. This paper, as a first step curriculum, can serve as sourcematerial for information about the semester Bristol Bay area, and is directedtoward the development of a one A major portion of secondary level course in nativehistory and culture. anthropology, the paper consists of materialabout the history, geography, The archaeology, language (Eskimo andAleut), and folklore of the area. sample lesson concluding chapters contain asuggested course outline, plans, and a list of native resource persons.

MC Guidelines for Inte ratin Kansas State Department ofEducation, Topeka. 9 . p. Minority Group Stw'ies into theCurriculum of Kansas Schools. ED 050 107 MF & : of minority This four-part guide outlinessuggestions for the integration Part 1, a discussion of how studies into the curriculumof Kansas schools. curriculums, materials by and about minoritiesfailed to be included in past Guidelines for is presented with a pleafor their inclusion in thefuture. (by means of directed incorporating minority studiesinto existing programs materials free discussions of pertinenttopics), for library acquisition of study in this area areprovided. on minorities, andfor teachers' inservice of the Kansas Commission onCivil Rights discusses In part 2, Joseph P. Doherty bi- institutional racism in Americansociety. Part 3, a partially annotated collection on minority bliography, is designed for usein selecting a basic Subsections contain lists ofrecent books, curriculumguides, studies. Part 4, contains criteria bibliographies, periodicals, andaudiovisual aids. textbooks. for and a bibliography onselection and evaluation of

1 -98- MA Kennedy, Dora F. Mexican American. An Aendix to "A Curriculum Guide in Spanish (Levels -V 'rince George s County Boar Upper Marlboro, Md. 197 91p. ED 096 834MF & HC

This teaching and resource uniton Mexican Americans is specifically designed for advanced Spanish students. Though it is presented mostly in English, it is to be implemented for the mostpart in Spanish, according to the methodology set forth in "A Curriculum Guide inSpanish (Levels III-V)." The main purpose of the unit is to increase student understandingof the needs of minority groups so that future votingcitizens of the majority culture will be more disposed to change. The unit is divided into the following sections: (1) a statement on background andobjectives: (2) a list of suggested books and other materials foruse with the unit; (3) a discussion of methodology and content, emphasizing theprocess of student-centered teaching: (4) suggested types of unit tests, a sample test, andan attitudinal survey. Supplementary information for the unit consists ofa Chicano glossary, a chronological outline of Mexican history, anda listing of members of the Chicano Press Association. Sources of information and materialson Mexican Americans are listed, and an annotated bibliography concludes the unit.

MC Maryland State Department of Education, BaltimoreDivision of Instruction; Maryland State Department of Education, BaltimoreDivision of Compensatory, Urban, and Supplementary Programs. New Pers ectives in Intergrou Education. Volume II. 1975. 396p. SP 009 699; ED to e announce in Apr MF & HC

GRADES OR AGES: Junior High through High School. SUBJECT MATTER: Intergroup Education. ORGANIZATION AND PHYSICAL APPEARANCE: Sections one and two provide the background for classroom implementationof intergroup education and include a statement of beliefs, the state positionon intergroup education, delineation of practical implementation, anda listing of required supportive services for this program. Sections three through fiveare intended for the guidance of the classroom teacher and include the overall guideobjectives for the teacher and the student, the recurring themes in intergroupeducation, and an explanation of how the objectives and themescan be implemented. Sections six and seven contain the teaching units for junior high through highschool, additional learning activities, and selected bibliographies for theinstructional levels. Section eight is a selected bibliography for teacherreference. OBJECTIVES AND ACTIVITIES: Each teaching unit includes learning objectivesand activities. INSTRUCTIONAL MATERIALS: Each teaching unit has a list of materials andre- sources. ASSESSMENT: Assessment tasks are listed for each instructional objective. OPTIONS: Additional support activitiesare included for sections six and seven.

NA Minnesota University (University of Minnesota),Minneapolis. Project Social Studies Curriculum Center. Families Around the World. The Hopi Family. Teacher's Resource Unit.Office of Education (DREW), Washington, D.C. T968. 108p. 717275115MF & HC 110 -99- This teaching guide outlines oneof four units prepared for grade 1 Background information on the Hopi on the themefamilies Around the World. site, Hopi Indians of northeastern Arizonais given covering geographic behavioral cultural environment, ecology,social structure of the family, concepts, changes in Hopi life,and a typical day description. Concepts, generalizations, skills, and attitudes to bedeveloped are defined in an strategies and outline of objectives. Content is divided into 56 teaching series format. some evaluative activities arealso presented in the usual Instructional media to be used are listed. Pupil materials are included calendar, in appendices, such as informationsummaries on Hopi symobols and and maps. art and crafts projects, storiesof family and cultural environment,

MC Projects. National Education Association,Washington, D.C. Ethnic Heritage 8th, Roots of America; A MultiethnicCurriculum Resource Guide for 7th, SP 009 709; ED to and 9th Grade Social StudiesTeachers. 1975. 189p. be announced in April RIE-MF; HC available fromPublications Division, Washington, D.C. National Education Association,1201 Sixteenth Street, N.W. Multicultural GRADES OR AGES: Junior High School. SUBJECT MATTER: This guide is divided into Education. ORGANIZATION AND PHYSICAL APPEARANCE: and goals of ethnic studiesand three parts. Part one provides the purpose for the study explains how to use the guide. Part two contains eight units (2) Mexican American of ethnic experiences. These include (1) Native American, (6) Polish Ameircan, (3) Black American, (4) JewishAmerican, (5) Italian American, begins (7) Japanese American, and (8) PuertoRican. All but one of the units Inquiry topics with an introduction, afterwhich inquiry topics are presented. and activities contain learning concepts(objectives), questions for exploration, completes each ethnic experience and projects. A bibliography of resources appendixes, the first of which is a paperen- unit. Part three contain three Ethnic Conflict." titled "Ethnicity and Education: Cultural Homogeneity and Programming The second appendix is an analysisof a NEA/NJEA Ethnic Studies by the Ethnic Survey, and the third containsabstracts of projects funded Learning Heritage Studies Program, Title IXESEA. OBJECTIVES AND ACTIVITIES: INSTRUCTIONAL concepts and activities arelisted for each inquiry topic. for each ethnic experienceunit. MATERIALS: Instructional materials are listed OPTIONS: None listed. STUDENT ASSESSMENT: No provision indicated.

1975. 8p. ED 108 804 Reisland, Jack. Alaska Natives Course of Study. Not available separately, seeED 108 802, 62P. MF & HC

school student For a long time it was feltthat the Tanana Native high the Atha- needed a course of study in"cross-cultural" education emphasizing Therefore, a course of study wasdeveloped to aid teachers bascan culture. (1) develop of Athabascan high schoolstudents. The course was primarily to: appreciation of the student'scultural heritage; (2) develop an awareness and student's of pride in the Native pupil;and (3) strengthen the an inherent sense which are identity with the unique aspectsof his history and traditions 1 I 1

-100- rapidly disappearing from the rural Alaska scene. This paper presents the procedures used--work study groups, independent study, discussion groups, teacher lecture, audio-visual aids, pupil visitations, and guest speakers; general purpose; desired pupil skill development; course outline; and mini-courses attached to the core program. A partial list of materials used in Alaska Natives studies is included.

MC San Mateo Union High School District, Calif. Multicultural Curriculum Materials: A Resource for Teachers. Phase I: English and Social Studies. 1972. 42p. ED 081 871 ME & HC

In the Summer of 1972, the San Mateo Union High School District's Human Relations Department sponsored a Multicultural Curriculum Workshop. The minimal goal was to create curriculum strategies leading to students' recognition and understnading of their attitudes, whether racist or not, and the consequences of such attitudes. A more ambitions goal was to promote necessary attitudinal changes: this is a continuing goal.The intent of the Social Science and English teachers engaged in the development and use of multicultural curriculum materials is to "tell it like it is" concerning the experiences of racial minorities. The goal is to help young people who are the students understand how one aspect of their social world operates and how in American society certain attitudes, actions and institutional structures have subordinated particular persons or groups because of their color. Perhaps of equal importance is the necessity of helping students become aware that the suborination of colored peoples came into being mainly because of the benefits provided to those who did the subordinating and that racism in its many facets persists mainly because it still yields significant psychological, economic, and political advantaged to millions of white Americans--and even to a few non-whites. The curriculum is developed along two vectors: (1) exploration of the causal relationships in inter-group problems; and (2) exploration of selected aspects of American history and culture in terms of minority subcultures.

Simon, Eugene E. American Literature. San Diego City Schools, Calif. 1968. 41p. ED 043 635ME & HC

This curriculum guide for grade 11 was written to provide direction for teachers in helping students understand how Negro literature reflects its historical background, in integrating Black literature into the English curriculum, in teaching students literary structure, and in comparing and con- trasting Negro themes with other themes in American literature. Brief outlines are provided for four literary periods: (1) the cry for freedom (1619- 1865), (2) the period of controversy and search for identity (1865-1915), (3) the Negro Renaissance (1915-1940), and (4) the struggle for equality (1915-1968). The section covering the Negro Renaissance provides a discussion of the contributions made during that period in the fields of the short story, the essay, the novel, poetry, drama, biography, and autobiography. A selected bibliography of Negro literature includes works in all these genres as well as works on American Negro music.

-101- 112 MC South Dakota State Department of Public Instruction, Pierre. Pockets of Poverty. Social Studies Guide, Unit IV, Year 8. 22p. ED 054 105 mre, HC

GRADES OR AGES: Grade 8. SUBJECT MATTER: Social studies: pockets of poverty. ORGANIZATION AND PHYSICAL APPEARANCE: The introductory material includes an overview of the unit and an explanation of how it is incorporated in the K-12 social studies program. The main content is presented in four columns of content, teacher directions, learning actiivities, and resources. There is a short section of evaluation and a bibliography. The guide is mimeographed and staple bound with a soft cover. OBJECTIVES AND ACTIVITIES: The overall objectives are listed in the introductory material. Student activities are detailed in the main text. INSTRUCTIONAL MATERIALS: Films and filmstrips are listed in the main text.A biblography lists books, pamphlets, and general reference materials. STUDENT ASSESSMENT: Criteria are given for student self-evaluation, teacher evaluation of students, and teacher self-evaluation.

AA Syracuse City School District, N.Y. Independent History Studies. Minority Groups: The Negro. 57p. ED 068 467 MF & HC

GRADES OR AGES: Grade 12. SUBJECT MATTER: History. ORGANIZATION AND PHYSICAL APPEARANCE: This guide is an aid to an independent history study with no formal class periods. Individual teacher guidance is provided. This study of Negro history is divided into three areas: local, state, and national. Local study covers 12 specific topics, state study covers 8 topics, and national covers 13. Each topic offers possible items for research. Further information is presented concerning bibliographic suggestions and general references. The studies include general orientation for all participants, selection of topics and instruction on research techniques, teacher guidance during research, report of individual progress, preparation of final research report, and presentation of report. Bibliographies for each study are included. This guide is lithographed and spiral-bound with a soft cover. OBJECTIVES AND ACTIVITIES: No provision is made for objectives in this guide; this is covered during orientation by faculty. Activities are listed under each topic. INSTRUCTIONAL MATERIALS: Books, newspapers, historical materials, maps, census reports, and city directories are presented in the bibliography for student use. STUDENT ASSESSMENT: No provision is made in this guide.

COLLEGE

NA Forbes, Jack D.; And Others. Handbook of Native American Studies and Chronology of Native American History. California Univ., Davis. Tecumseh Center. 197-0. 236p. ED 055 716 MF & HC 113 -102- Intended as "a practical guide to the development of NativeAmerican Studies programs, Native American Studies courses, and Indian-oriented higher education programs," this handbook places emphasisupon materials actually utilized in the development of Native American Studies at the Universityof California, Davis, and in the creation of Deganawidah-Quetzalcoatl University. Chapter headings are "Native American Studies and Ethnic Studies;" "Autonomy or Integration: Structural Arrangements for Native American Studies Programs;" "Materials Utilized in the Development of Native AmericanStudies at the University of California, Davis;" "Selections from the Brief Proposal for Deganawidah-Quetzalcoatl University;"Thoughts on the Development of Programs at Deganawidah-Quetzalcoatl University;" and "SampleCourses and Course Out- lines." Also included is a 111-page chronology of Native American history (with emphasis on the U.S.) from 100,000 B.P. (Beforethe Present) to April 1971. Although it is noted that the chronologyrepresents only a beginning in the vast effort to record the factsof Native American development, it is hoped that the chronology will be usefulto instructors in Indian history and that it will serve as a beginning point fora more complete chronology.

GENERAL

MA Benitendi, Wilma Lee; And Others. A Handbook for Teachersof Migrant Children in Wyomingl 1967. Wyoming University, Laramie. Coil. of Education. 1979. 113p. ED 016 540MF & HC

A survey made during the summer of 1967 showed that almostone thousand school-age migrant children were in the State of Wyoming for 6 to 8 weeks during the sugar beet season. This handbook, prepared for the use of those teachers and administrators who work insummer school programs. is divided into five chapters. Chapters 1 and 2 deal with the background of Mexican American migrants and give suggestions for working withboth migrant pupils and parents. The 3rd chapter presents in detail the administrationand organization of a summer schoolprogram for the migrant children. The 4th and 5th chapters include guidelines for teachersof migrant children and a basic curriculum to be used in the migrantsummer schools. A selected bibliography for teaching the educationally disadvantagedis included.

NA Bland, Laurel L., (Comp). The Northern Eskimos of Alaska. A Source Book. Alaska State Dept. of Education, Juneau. 1972. 86p. ED 075 144MF & HC

Prepared as a resource for Alaskan educators, this bookis designed for any grade level or learning setting. It provides the basis for teachers to develop their own appropriate units. Sections encompass: (1) an introduction to the interdisciplinary framework of thissource book; (2) a background about the Eskimos of the work, the cultural divisionsof Alaska, and the distinction between Eskimos and Aleuts: (3)a presentation of the natural environment of the Northern Eskimos of Alaska; (4)a description of Northern

-103- 114 Eskimo culture emphasizing the history, the cultural and sub-cultural divisions, and the diversities within the total culture; (5) a presentation of the Eskimo life style in the Bering Sea area; (6) the details of the shared culture of Northern Alaskan Eskimos emphasizing sub-cultural differences between the people of the Bering Sea and St. Lawrence Island areas; (7) a presentation of the distinct and unique qualities of sub-cultural adaptations made by the St. Lawrence Island Eskimos; (8) a presentation of the conditions and events of Northern Alaska Eskimos from 1890 to the present; (9) a conden- sation of the book "People of Kauwerak"; and (10) an annotated time line regarding Alaskan Eskimos. Films suggested for classroom use and bibliographies for teacher reference are listed in the appendix.

MC Caddo Parish School Board, Shreveport, La. Multi-Ethnic Contributions

to American Histor . A Suelementar Booklet Grades 4-12. 56p. SP 009 718; ED to e announced in *pri RIE

This booklet is designed as a teacher guide for supplementary use in the regular social studies program. It lists names and contributions of Americans from all ethnic groups to the development of the United States. Seven units usable at three levels (upper elementary, junior high, and high school) have been developed, with the material arranged in outline form. These seven units are (1) Exploration and Colonization; (2) The Revolutionary Period and its Aftermath; (3) Sectionalism, Civil War, and Reconstruction; (4) The United States Becomes a World Power; (5) World War I--World War II; (6) Challenges of a Transitional Era; and (7) America's Involvement in Cultural Affairs. Bibliographical references are included at the end of each unit, and other source materials are recommended.

MC Davis, Charlotte D., ed.; Stickney, Edith P., ed. The Emerging Minorities in America: A Resource Guide for Teachers. Santa Barbara County Schools, 7ATMEThCalf.vaiaefrommericanilograpical Center--Clio Press, Riviera Campus, 2040 A.P.S., Santa Barbara, California 93103. 1972. 256p. ED 091 458 Document Not Available from EDRS.

This book has been prepared as a specific reference and resource guide for teachers, and is designed to provide assistance in curriculum development through incorporation into the curriculum of the cultural and historical contributions of minority groups. In general, the criteria used for selection of entries for the book required that: (1) the contribution or achievement must have directly affected the state or national population in regard to its history or culture and (2) the contribution or achievement (a) must have been significant to a particular ethnic group, (b) must have furthered the cause of the minority group, and (c) must have been made orgained in spite of various obstacles. The teachers' guide is divided into five parts. The first four parts contain biographical data for selected members of each of the following minority groups: Afro-Americans, Asian Americans, Indian Americans, and Mexican Americans. Each part consists of four sections: (1) Historical Perspective (An overview of the minority group in relation to the majority 115

-104- group within the American Culture); (2) Biographical Summaries (Specificin- formation regarding name, birthdate, educationand a brief statement of significance followed by a biographical sketch. Each entry is keyed in the upper right hand corner of the narrative to provide the teacherwith the source of information); (3) Bibliography of Sources Used; and, (4)Other References.

Earhart, Connie Multi-Ethnic Aproaches to Teaching. 1975. 20p. SP 009 681; ED to be announcedin April RIE MP & HC

This document is a compilation of activitiesfor a multiethnic approach atmosphere in the classroom. Next are suggestions for the learning environment. One of the suggestions is to display itemsas a source of stimulation for conversation and writing, suchas photo-of-the-week, quote-of-the-week, or a bulletin board of poems by American poets of variousethnic backgrounds. Examples of these are included. A list of simulations and games and their sources is then presented. Five activities are then described along with the purpose for the activity and teachinghints. For example, the purpose of one of the activities is to help the student appreciatemusic as a form of communication which reflects people's feelingsand generates concerns of the times. The activity involves listening to varioustypes of music on a particular theme and analyzing the content. Lists of sources of free and inexpensive materials, journals andnewspapers that can be obtained, and do's and don'ts for teachers in multiculturalsettings are then listed. An article on identifying racism in school books completes thisdocument.

NA Hinckley, Kay, (Comp.); Holzmueller, Diana, (Comp.) It Works for Us A Resource List of Teaching Ideas and Materialson Athabascan Culture. Alaska Univ., Fairbanks. Center for Northern Educational Research. 1975. 62p. ED 108 802 MF & HC

The Alaska Educational Program for InterculturalCommunication (AEPIC) brought together teachers to share their practicalmethods of incorporating community-oriented, multicultural components into theirdaily teaching schedule. Designed as regional in nature to allow fora sharper focus on the area's Athabascan culture, the workshop was attended by 15teachers from independent school districts, Bureau of Indian Affairs Schools,and Alaska State Operated Schools. These teachers represented both elementaryand secondary levels, various discipline areas (science, social studies,language arts), and new and seasoned teachers who were actually doingmulticultural and community- oriented things as part of their regular, everydaycurriculum. This report presents: (1) 12 papers presented by the participants; (2)ideas and strategies brought out in conversation and summarizedfor easier reading; and (3) a listing of materials suchas teacher and student references, Canadian materials, films, kits,newspapers, records, video tapes, funding sources, and Cross-Cultural Educational Development Program (X-CED)materials. Among the papers are: "Writing Social Studies Curriculaon Native Cultures"; "Alaska Natives Course of Study"; "ComparativeAthapascan Culture"; "Science in Rural Schools"; "Summer Camp"; and "CulturallyRelvant Learning Situations for Athabascan Children".

-105- MC

Mack, Louise; Flowers, Hazel. ProvidinK-12 Multi-Cultural Curricular Experience. Revised Edition. lo State Dept. ofEducation, Columbus. Office of Equal Educational Opportunity. 1974. 75p. ED 099 447 MF & HC

This curriculum guide seeks to provideteachers with a brief account of four minority groups in the United States: Afro-American, American Indians, Mexican-Americans, and Puerto Ricans. Because Afro-Americans constitute the largest minority group, they are dealt with moreextensively than the other three groups. This curriculum guide is designed to be usedby teachers in all subject areas in grades Kindergarten through 12, asthey incorporate minority history and culture into the total curriculum. Teachers should not be limited by the information and sources in this publication;due to space limitations, the guide is a highlighting of eventsrather than a comprehensive history. by There are three ways to locate information;by subject matter, by date, and means of the alphabetical index. To speed the location of materialpertaining to Ohioans and Ohio history, a color screenhas been applied to this material. This curriculum guide lends itself to a varietyof teaching methods. Two of these are: (1) "Present-to-past." This method capitalizes on students' awareness discussed in relation of current events. What is happening today is studied and to former events. (2) Related Events. Since no event occurs in a vacuum, teachers of various subjects can relatetheir discussion of inventions, scientific discoveries, artistic triumphs, great newspapereditors, to other happenings of the time period being discussed.

Mankato State College, Minnesota. A Model Program in Multi-Ethnic Heritage Studies. 29p. SP 009 705; ED to be announced in April RIE MF& HC

This curriculum guide contains a preface and an introduction for each level of learning plus three parts. The preface and introduction made a case for reversing the trend in American schools of teachingchildren to be well- assimilated Americans. They state, rather, that children should be encouraged to know and be proud to their ethnic heritage as well asthe ethnic background of others. Primary level units include a lesson on "I'm Special"and "Differences Equal You and Me." The child learns to value his/her own specialness and to understand the things he/she has in common with other children inaddition to their difference. General objectives (or rationale) and specific procedures, including suggested songs, exercises, and poems, are included.The intermediate level units focus on specific ethnic groups such as German,Jewish, Black, Mexican-American, and others. These units are more sophisticated than those in the first group, and include maps, bibliographies forstudents and teachers, and imaginative exercises, one of which, for example,involves children in constucting a hypothetical community. The third part is for secondary schools. The model units are designed to be useful in a number ofclasses be- sides social studies. Some of the units that are presented are Asian-American culture, minority literature, folk dances, and European influences onarchitec- ture. A list of film topics for philosophical discussion, ideas forrole playing, and recipes are included. 1 1 7 -106- AA McKinney, John A. Black History and Culture. Dade County Public Schools, Miami, Fla. 1971. 2Pp. ED 061 406 MF & HC

This course of study was written as part of a total effort torevise curriculum to fit the quinmester administrative organizationof Miami schools. The major intent is to provide a broad framework of goals andobjectives, content, teaching strategies, class activities, and materials allrelated to a prescribed course of study. The guide is divided into: (1) a broad goals section, which provides descriptive and goal-oriented informationfor the teacher; (2) a content outline, which illustrates, in generalterms, the scope and major subdivisions of the course; (3) objectives and learning activities, which provide a total picture of the main ideaand specific behavioral objectives for a set of given learning activities;and, (4) materials section, which presents guide 14stsresources in four categories: essential textural or other material; alternate classroommaterials to use in place of or in addition to the aforementioned;supplementary teacher resources; and, supplementary student resources.

MC Santa Clara County Office of Education, San Jose, Calif. Contributions of Black Americans, Indian Americans, MexicanAmericans and Asian Americans to American History. 1970. 122p. ED 046 819 MF; HC Available from Publications Department,Santa Clara County Office of Education, 45 Santa Teresa Street, San Jose,California 95110.

The teacher resource guide for gradesK through 12 was developed WI a multiethnic committee of educators to comply withthe California Education Code. "Instruction in the social sciences shallinclude the early history of California and a study of the role and contributionsof American Negroes, American Indians, Mexicans, andother ethnic groups to the economic, political, social and cultural development of Californiaand the United States." The main concept for each unit isidentified at the top of eachpage and further developed in a content column. In addition, the learning activitiesare identified along with suggestedresources. Extensive bibliographies include such things as: books, audiovisual materials,journal articles, pamphlets, picture books, other resource guides, curriculumbulletins, unpublished manuscripts, reports, and humanresources. However, those who wish touse this guide should select, expand,or enrich the material to meet the unique local needs of teachers and students.

AA Yonkers City School District, N.Y. Curriculum Guide for Afro-American Literature. 1970. 148p. ED 045 636 MF & HC

Presenting a cultural overview of the Blackman's contributions to the American heritage, this syllabusencompasses six objectives: (1) to expose students of all backgrounds to the aestheticallysatisfying literature of the Black writer; (2) to demonstrate Blackcontributions to culture in literature, music, and art; (3) to recognize andrespect the uniqueness of the Black

1 1 8

-107- appreciative experience in white AmErica:(4) to guide the white student toward an develop understanding of the attitudes andphilosophies of Black artists; (5) to and (6) in Black students a sense of"Self" and pride in their own heritage; exchange to provide an atmosphere inwhich students of diverse backgrounds can and ideas, react to literature and art,and respect each other's differences approaches--chronological and similarities. Units for two different course regional--are outlined, with each unitincluding objectives, suggested materials (literature, art, music,films, and filmstrips), recommended approaches and teaching strategies, and asample lesson plan. Included are music; lists an extensive bibliography; adiscography of spoken records and of films, filmstrips, and Blackperiodicals; and an appendix containing attitudinal and factual surveys, art notes,and a list of resource centers.

1 -108- PROGRAM MATERIALS

TEACHER EDUCATION

Arizona University,Tucson. The Cultural Literacy Laboratory: Multi- cultural Teacher Education. 1973. 58p. ED 087 698MF & HC

The goal of the Cultural Literacy Laboratory isto provide educators with crosscultural adaptive skills neededto acclimate to different cultures and to reduce the effect of culture shock. These skills are of particular importance to teachers working in bilingualand multicultural classrooms. A culturally literate educator isone who is aware of his ethnicity and who possesses the skills of crosscultural communication. Based on social scientific theory, the Laboratory incorporatesand reinforces the participant's previous social science concepts and methodology. It also allows him to practice new skills and techniques ina variety of experience-based activities. Instruments that are used in the laboratoryare Rokeach Scale E and the Cultural Literacy Inventory (copies of whichare included as an appendix).

MC Baty, Roger M. Inservice Training of Teachers for Cultural Awareness: A Field Experiment. P-ilier presented at the meeting ofthe Society for Applied Anthropology and the Councilon Anthropology and Education, Montreal, P.Q., Canada, April 8, 1972. 14p. ED 063 426 MF & HC

This paper reports an attempt at re-educationfor mono-cultural teachers conducted in the Palo Alto-San Josearea of Northern California in 1968.69. The program ultimately involved three elementaryschool districts and provided cultural awareness education formore than 90 teachers. In addition there were a number of administrators, specialservices personnel, as well as school board members who received the training. Potential participants were contacted during thesummer. Using the information contained on the application form, the 113 respondingteachers were matched according to years of teaching experience,previous contact with disadvantaged children and school district.They were then randomly allocated to two courses, one which was to begin in September and the otherin January. With few exceptions, the teacherswere willing to take the course at the time determined. The program itself consisted of ten three-hourevening sessions held at a local school. Each session had three parts: lecture, question-and- answer period and the discussion groups.The research design employed was a pretest-posttest control group design with replication.The winter group served as a control for the autumn group. The second training program also provided the opportunity for replication.

-109- 120 MC

Buck, Benjamin. The IntroductorUrban Education Program. Mankato State I. 8p. ED 0 80MF & HC Coll., Minn. Schoo o ucation. *

Mankato State College's Introductory UrbanEducation Program provides students with an inter-cultural, interdisciplinary,and inter-institutional educational program.The main emphasis of this program is on theclinical experiences at the Willard Elementary School,Minneapolis, Minnesota. Each college student is assigned to a classroomteacher. During the time they are in school, the students workwith children in small groups or on an individual basis. The primary function is to help developskills such and as reading and mathematics. They also aid in other curricular areas, occasionally they help their supervising teacher prepareand present lessons. One of the program requirements is thatstudents must spend 8 hours per week working with social agencies and communityprojects. Students are also required to enroll in psychology, sociology,political science, human growth and development, and educational methods. The program is being subjectively evaluated by the students, professors,classroom teachers and community resources personnel. Initial student reactions indicate initialculture shock, followed by self-examination. Students indicated a strengthened interest in teaching careers followingthe program. Appendixes are included.

MC Dawson, Martha E. Community Based Multicultural TeacherEducatiglin CorTarative Perspective. Teacher Education Forum Series. 5. Indiana University, Bloomington. School of Education. 1973. 23p. ED 099 315MF & HC

This paper is divided into two parts:the first is a description of the community-based multiculturalteacher education program at Indiana University, and the second is a proposalfor community-based teacher training programs in Africa. The first section discusses the meansand objectives of the community-based multiculturalteacher education program and lists the courses with brief descriptions. The courses are designed so that students have three levels of sensitizing experiences:exploratory, developmental, and intensive. The second part of the paperoutlines a model for community- based multicultural teacher educationin foreign countries, particularly presented, utilizing African countries. Three models of team teaching are African teachers and expatriates. Resources for education in Africa are identified, including sources for teachers, programs,and funds. The paper closes with a brief discussion of programsfor Africans studying in American universities and programs of African studiesfor Afro-Americans.

Hadfield, Donald L. Ethnic or Cultural Differences: A Suggested Approach to In-Service Training forClassroom Teachers. Minnesota State Dept. of Education, St. Paul. Equal Educational Opportunities Section. 1971. 37p. ED 058 175 MF & HC This model inservice program is designed for classroom teachers who wish to broaden their knowledge about children from ethnic and minority

groups. The plan requires approximately 14 hours of participation: a 1 or 2 hour planning session, an intensive training session for group leaders, recorders, etc., and four 3 hour meetings, preferably one each week for four consecutive weeks. The packet consists of nine parts: 1) objectives and concepts, 2) suggestions for general planning with teachers, 3) suggestions for training group leaders and recorders, 4) session 1-intra-personal understanding and inter-personal relation, 5) session 2-the dynamics of cultural systems, 6) session 3--Do differences really exist?, 7) session 4--"Black Culture" or "Indians in Minnesota", 8) session 5--participant panel and, 9) evaluation forms. There is also a 72-item bibliography, a list of Indian organizations and services, a list of audiovisual resources, and a list of distributors ofrecom- mended films.

MC Hubble, Martha Weidman. Multicultural Curriculum Training with Pre-Student Teachers in Language Arts. Ph.D. Dissertation, The 'University of New Mexico. Available from University Microfilms, A Xerox Company, Dis- sertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 1972. 244p. ED 071 072Document Not Available From EDRS

This study relates to two problems in multicultural education: the inability of teachers to relate to and understand the culturally diverse learner; and the dearth of teaching materials based on the minority group members' cultural heritages. A Multicultural Curriculum Training (MCT) Program was developed to promote in prospective teachersan understanding of positive attitudes toward teaching culturally diverse learners. Sub- jects, randomly selected from 29 secondary education pre-student teachers, included seven Anglo-American and one Spanish-American who participated in the MCT, eight subjects who participated in Bailey's Teacher Effectiveness Training (TET), and eight control subjects. Students in the MCT received 10 weeks of 1and 3-hour seminars. The nonparametric technique was used to analyze the subjects' pre-and post-test scores; results indicated no differences between the MCT, TET, and control groups. However, the low scores of the Spanish-American indicated high dogmatism, rigid ethnocentrism (based on Anglo values), and negative teaching attitudes. Recommendations were made to continue the MCT over a 9-month period and to conduct the MCT with minority groups to reinforce positive aspects of both cultures to promote an understanding of and lessening of cultural conflict.

MC Jackson State University, Miss. School of Education. Improving Teacher Competency for Multi-Ethnic Children. 1974. 20p. ED 08 234 MF & HC

The Teacher Corps Project described in this document is a federally funded program, involving Jackson State University, the Jackson Public School System, and the community. It represents efforts to incorporate theories, teaching-learning strategies, and multicultural experiences in teacher education into a single conceptual framework. The academic program is competency 122 based and field centered with many of the courses being teamtaught. A modular delivery system of learning experiences is used. The modules are being pro- grammed to provide tracking of student through the use of the computer. The instructional activities are facilitated by an instructional team representing the School of Education, the School of Liberal Studies, andthe Jackson Public School System. Inservice training is provided for the cooperating teachers through formal courses, minicourses, comprehensiveworkshops, and seminars. There is an exceptional child component emphasizing the concept of mainstreaming and diagnostic/prescriptive teaching. Community-based educational activities are designed and implemented in keeping with thephilosophy of Teacher Corps. The total project is evaluated periodically by interns, members of the staff, the policy committee, National Teacher Corps Officers,and internal and external consultants. Appendixes include objectives for each school and a sample instructional module.

MC Jackobovits, Leon A. The Encounter-Communication Workshop. 1970. 47p. ED 062 883MF & HC

This paper outlines a program of inservice training for teachers and administrative school personnel designed to foster a better understandingof the problems involved in the education of children fromminority groups within an educational system that is defined and administeredby the cultural interests of the dominant social or national community.The Encounter-Communication Workshop, a program of study conducted in small groups in the bilingual school setting, is designed to give the individual a better understanding ofhimself within the context of interpersonal communication. The study program involves two types of activities: an objective analysis of role dyadicinteractions in the school in terms of a linguistic-communication model, and ananalysis of the subjective aspects of interpersonal relations, including socialcontracts, trust, risk-taking, self-image and its management, and personal metaphysics. Included in these activities are an initial diagnosis of the prevalent modes of personal interaction in the particular school setting andaction programs designed to introduce changes coupled with constant feedback and evaluation of the results.

AA Klotman, Phyllis R. Black Literature for Prospective Teachers. Paper presented at the Annual Meeting of the College English Association (Philadelphia, April 19-20, 1974). 3p. ED 092 984MF & HC

Surveying Afro-American literature--mainly from the Harlem Renaissance to the present--and examining materials and resources usually at theelementary, secondary, and college levels, this course culminates in thedevelopment of an individual or group term project. These projects have generally consisted of the following types: a lesson plan for the specific gradelevel on which the student is focusing, an annotated bibliography of resourcematerials for use in teaching, a multi-media presentation, and acreative project designed by the student in consultation with the instructor. When possible, an additional and valuable facet of the course is the presence of a black the classroom, engaging in dialogue with the students.

-112- 123 MC Krosky, Roy T. The Inner City Teacher Education Program. 1971. 86p. ED 067 378 MF & HC

The Inner City Teacher Education Program (ITEP), designed by the University of Northern Colorado, emphasizes the preparation of prospective teachers for working in urban schools whose populations are composed of children from culturally diverse backgrounds. Objectives were developed In relation to three categories; the prospective teacher's understanding of and attitudes toward himself, b his understanding and attitude toward pupils and the process of education, and c) his understanding and attitudes toward the educational system as an institution. In addition to class study and student teaching, the students participate in field trips, live-in experiences, and concentrated studies related to the specific course offerings of ITEP. This report presents an overview of ITEP: an extensive review of the field trip to the southwest and the live-in experience; evaluations by host families; teacher-principal and participant response; anda subjective evaluation. Evaluation results indicate the success of the project. Several options for expansion of the program while maintaining the concept of a closely knit learning group are presented. A 21-item bibliography and appendixes are included.

MC Krosky, Roy T.; And Others.Teacher Training Ex erience for Inner Cit Schools. University of NorThern Co orado, ree ey. 1970. p. ED 051 102 MF & HC

This training program has been developed to prepare teachers for working with children from culturally diverse backgrounds by providing early opportunities for classroom experience and direct relationships with pupils, teachers, administrators, parents, and citizens in urban communities.The program is based on self-discovery and self-actualization achieved by meeting personal challenges. Much of the first four weeks of the quarter is spent in concentrated study in areas related to specific course offerings.A community advisory board has been established in each of the communities in which participants live and work to help design activities and serve as liaison. An important activity in the field experience, which is described in detail is a one-week camping trip to the Four Corners area of the Southwest, with daily visits to Bureau of Indian Affairs and community schools, hiking, camping, and discussions. Other field experience activities include a 5-week live-in experience in an inner-city neighborhood, at least one-half of each day for a 5-week period working with inner-city children as a teacher-assistant, active participation in the work of public and private agencies in the community, and seminars coordinated with both types of field experience to provide a basis for the solutions to the sociological, psychological, and educational problems encountered.

MC Mahan, James M. Alternative Student Teaching Experiences: Emerging Characteristics and Encouraging Payoffs. Teacher Education Forum

-113- 121 Series. Vol, 2, No. 15. Indiana Univ., Bloomington. School of Education 1974. 14p. ED 099 324MF & HC

Three special field-based student teaching projects at Indiana University which include on-site course work are briefly described. Data are presented that indicate that education majors at the university: (a) enroll in demanding, multiculturally oriented student teaching programs; (b) request and accept out-of-state placements in ethnic minority settings; (c) pursue and obtain a significant number of out-of-state teaching positions; (d) serve as beginning teachers in schools with multicultural student bodies; and (e) are employed at a very favorable rate despite the current teacher surplus. Additional data document support of exparticipants for alternative field experience and encourage teacher trainers to develop new projects. Among concluding suggestions are that (a) leagues of colleges and universities be formed to exchange, orient, and supervise each other's student teachers; (b) high priority should be given to programs which provide preservice teachers with the opportunity to live and work in a large ethnic-group community; (c) multicultural faculty should teach the methods and other courses prerequisite to student teaching; and (d) student teaching alternatives in ethnic minority settings should feature the utilization of supervision specialists representing the appropriate ethnic minority.

MC Mercer, Walter A. Involving Historical Black and Predominantly White Colleges and Universities. 1975. 77p. SP 009 666; ED to be announced in March RIE MF & HC

This document presents summaries of eight efforts made to provide teachers with the knowledge, attitudes, and behaviors necessary to improve intergroup relations in desegregated schools. Projects covered are: (1) the Chapel Hill (North Carolina) schools' student teaching project; (2) interinstitutional seminars in Norfolk, Virginia; (3) biracial student teacher teams in Arkansas; (4) cooperative intergroup projects between Florida A and M University and the University of Florida, and between Florida A and M and Florida State University; (5) a workshop on improving intergroup relations and preparing prospective teachers for multiracial classroom and an interinstitutional seminar on student teaching, both involving Florida A and M and Florida State; and (6) interinstitutional seminars between paired neighboring majority black and white colleges and universities, held under the sponsorship of the Southern Regional Education Board in cooperation with the Emergency School Assistance Program, Community Projects Division of the Office of Education.

MC Pacific College, Frenso, Calif. A Re?ional Project. 1973. 27p. SP 009 713; ED to be announced in April RIEMF & HC

Seven California school districts, all of them with substantial numbers of minority students, created a regional inservice program for teachers intended to make their understanding of and instruction of minority children more appropriate. Superintendents, students, and members of the communities 125 -114- were involved in the plans. Teachers rec ived credit for taking local college courses on racial and ethnic minorities. Superintendents provided information on minorities in each school; closed circuit t.v. programs on minorities were shown; and districts held seminars with parents and students to reveal ethnic feelings. Teachers were also given credit for attending college courses on teaching stategies for minority children. Each district, and especially target schools, used these and other approaches to improve staff awareness and also to draw parents and others from the community into the program. (Information on the school districts, and outlines of the goals, the planning process, and general program information are presented. Outlines and bibliographies for the college courses are included in the appendix.)

MC Sandberg, John E.; Loew, Cornelius. Impact of the Career Opportunities

Program on Curricular Innovations at Western Michi an Universit .

estern is igan Univ., Ka amazoo. c oo 0 eucation. A 6p. ED 098 204MF & HC

One of the major concerns of the Grand Rapids (Michigan) Advisory Council of the Career Opportunities Program (COP) is that traditional methods of recruitment and training are largely insufficient and leav^ much to be desired in quantity and quality of instructional staffs in low-income areas. As a result of discussions between the COP Project Director, the COP Advisory Council, and administrators and teaching staff from Western Michigan University, an on-site educational program was established for approximately 40 participants in Grand Rapids. This program included two interdisciplinary and intercollege experimental minors: language arts and intercultural studies.The objectives of the program were: (a) to train teachers who were better prepared than average teachers to teach language arts to ethnic minorities and (b) to help all children understand and appreciate the cultural diversities existing in the United States by providing content and experiences designed to create positive interpersonal re7ationships in a pluralistic society. (Included as appendixes are a breakdown of income and expeditures, extracts of opinions assessing the program, course descriptions, and a career lattice with related factors).

MC Sikes, Melvin P.; Coe, Gerald Lynn. Report on Teaching Multi-Cultural/ Multi-Ethnic Schools (1974-75). 1975. 36p. SP 009 689; ED to be announced in April RIE MF & HC

This is a report on two courses, one undergraduate and one graduate, which taught education majors, through films, discussions, book reviews, field trips, and community work, how to become master teachers skilled in reaching culturally different children. The report examines the purposes and content of the courses and concludes that they were successful. Student-written course evaluations are included which praise the course and the instructors. Racial balance among the students and participation of people dedicated to teaching were seen to create a productive situation. Outlines of the schedule of classes, reading lists, and subjects covered in each class session are included. The authors feel that students who are culturally different must be seen as having educational disadvantages as great as those with physical and emotional problems, and that it is important for educators to grasp the essentials of good teaching when dealing with the culturally different, as has been with the emotionally and physically disadvantaged.

MC Swick, Kevin J.; Lindberg, Dormalee H.An A..roach to Educatin. Teachers to Work with the Culturally Different. Z. p. ED Os MF &

This paper describes an approach for preparing teacher education students to teach culturally different students in a creative and effective mode. The approach consfstsof four components: knowledge, values, practicum, and seminar. The knowledge component recommends that teacher education students learn about cultural styles, specific learning characteristics, and effective teaching behaviors for working with minority group children. Students can gain this knowledge via films and other visual devices, readings, and small-group discussions. The values component recommends that students learn about the values of people from different backgrounds by means of group discussions and analysis of case studies. The practicum component suggests that teacher education students learn from actual contact which can take place in various settings, including public school classroom, private institutions, and tutoring programs. The seminar component recommends discussion of experiences and problems confronted in the practicum setting and the exchange of ideas for teaching the culturally different. In conclusion, this design combines the theoretical and the practical in an effective approach for developing creative activities for educating pre-and in-service teachers to work with culturally different children. A brief bibliography is included.

MA Valencia, Atilano A. The Effects of a College Teacher Training Project with Emphasis on Mexican American Cultural Characteristics. An Evaluation Report. Sacramento State Coll., Calif. 1970. 78p. ED 045 267 MF & HC

The major purpose of the Sacramento State College Mexican American Educational Project is to provide prospective teachers with an in-depth understanding of the cultural heritage, acculturation problems, and other behavioral characteristics found among Mexican American children. Components of the project include (1) a teacher-training program; (2) a fellowship program for Mexican American college students; (3) a cross-discipline approach which in- corporates anthropology, psychology, sociology, and linguistics (Spanish for Spanish speakers); (4) a demonstration school and training center; (5) a curriculum development laboratory; (6) community involvement programs; (7) a teacher-administrator institute; and (8) a 6-week travel study in Mexico for both experienced and inexperienced teachers. Included in the document are statistical analyses and findings, along with a resume of recommendations.

.1 P, LI I

-116- COLLEGE

OE Garber, Zev. Jewish Studies at a Two-Year Public College (and) Lower DivisionJudaica: Problems and Solutions. Paper presented at annual meeting of American Academy of Relition (Chicago, Illinois, November 8 through 11, 1973). 41p. ED 086 269 MF & HC

A program in Jewish Studies is being offered by the Los Angeles Valley College, Van Nuys, California. Courses are offered in elementary and intermediate Hebrew, Contemporary Hebrew Literature in Translation, History of the Jewish People, Hebrew Civilization I and II, Israel: The Theory and Practice of Zionism, Jewish Religious Heritage, The Jew in America, and Yiddish Literature in English Translation. The program was established on the strength of a number of factors: the vital, dynamic force of Judaism in Western Civilization; the need for change in the present situation of Jews in the U.S.; the contribution of Jews in every aspect of human endeavor; the legitimacy of Jewishcontent classes as courses in the schools of Letters and Sciences; service to the educational needs of some of the largest growing Jewish communities in California; the demand by Jewish college youth thatcourses be relevant to themselves as Jews; the participation of the Jewish community in enhancing the Jewish studies; and the administrative insightas to the importance of the program. Background, offerings, present standards, syllabus, methodology, characteristics of students and professors, observations in teaching several Jewish Studies classes, and some concluding remarksare presented.

GENERAL

MC George Washington University, Washington, D.C. National Advisory Council on Supplementary Centers and Services. Title III and Cultural Diversity. 1973. 39p. ED 090 112MF & HC

Title III projects dealing with cultural diversity in the classroomare described in this issue of the Title III Quarterly. Major articles are devoted to the following projects: Two Arts Culture Three Project, developing the crafts and music of mountain whites, blacks, and Cherokees; theRota Bilingual Project, the Marianas District, emphasizing the Chamorro language and culture; the Afro-American Curriculum Office and Resource Center, Toledo, Ohio, exposing everyone to Afro-Amercian culture; the Indian Community Guidance Project, Alliance, Nebraska, helping to keep Indian students in high school;the Open- Space Bilingual/Bicultural Approach to Elementary Education, Bristol,Pa., stressing a belief in cultural pluralism; the Open Concept School for Indian Education, Sault St. Marie, Michigan, giving Indian childrenmore responsibility and individual attention; and the Racial Ethnic Action Project, Freeport,N.Y., recognizing the importance of ethnicity as a posit6e factorcommon to all people. Short notes are provided on eight other projects. A list of all the cultural diversity projects by state concludes the document.

-117- MC Prescott, Ronald; And Others. Systems for Multicultural Education Planning Framework. Volume 1, Volume 2, and Summary. Los Angeles Unified School District, Calif. 1972. 539p. ED 072 143MF & HC

The Ad Hoc Task Force was established by the Superintendent of the Los Angeles City public schools to develop a process by which the District could plan to meet the requirements of the State Education Code (AB 724). AB 724 was passed by the 1971 Session of the California State Legislature and, in essence, places State Board of Education guidelines concerning racial isolation into law. This document is in response to the Los Angeles City Board of Education's directive to the Superintendent. A plan is outlined by which the District can meet the requirements of the State Education Code while providing exemplary educational experiences for students with many varying backgrounds. All activities suggested are structured so as also to meet the requirements of federal support programs. The activities outlined for immediate and furture implementation together consitute a comprehensive five-year plan by which maximum impact can be achieved cost-effectively in a minimum amount of time. Problems underlying each suggested activity have been identified, tentative time schedules have been suggested, and resources--both internal and external to the District--have been recommended for the planning and implementation phases of each activity. In addition, the types of community interaction suggested for each activity have been described.

MA Schnur, James O. A Handbook for Migrant Education in Iowa. West Liberty Community School System, Iowa. 1975. 138 p. SP 009 714; ED to be announced in April RIE MF & HC

This handbook on migrant education is for educators in the state of Iowa who are currently responsible for the operation of migrant education programs, for those who anticipate such a role in the future, and forthose who are generally interested in this topic. Chapter one deals with the emergence of migrant education in the state of Iowa. Discussed in this chapter are the Iowa migrant education administrative structure and each of thethree migrant education programs in the state. Chapter two contains information on federal and state enabling legislation, and the operational goals and objectives for migrant education. Included are definitions of key terms. Chapter three deals with the basic steps and procedures to be attended to in initiating, maintaining, and concluding a migrant educational program in the state of Iowa. Ch.pter four probes the actual practices and possible future practices of Iowa's migrant education programs, as well as practices from the states. Appended are federal guidelines and the rights and responsibilities for Public Law 93-380, and various applications and forms. A bibliography is also included in this handbook.

1 u9

-118- OTHER MATERIALS

BIBLIOGRAPHES

Dearmin, Evalyn M., comp. Kaleidoscope: A Directory of Resource Materials for Ethnic Education, K-12. Nevada State Dept. of Education, South Nevada Operations, Dawson BITITETFIg, Suite 234, 4055 South Spencer Street, Las Vegas, Nevada 8Q109. 1974. 1460. ED 103 519 Document Not Available from EDRS.

As the "melting pot" theory of American Soecity has become discounted, educators have made a more resolute effort to relieve the distress of the culturally different student by identifying difference as a positive quality and by creating among all students an awareness of the incredibly rich and various inheritance America has garnered from its diverse ethnic groups. This directory was nrepared in response to frequent requests from teachers for information about suitable materials for ethnic education.The directory is organized according to six instructional categories: social studies/history, reading, bilingual /dialect education, music, art, and matematics. Each category contains subsections for curriculum guides, publications, and audiovisual materials concerning black, Hispanic, Native American, and Oriental ethnic groups. A senarate section has been compiled for Basques. A majority of the annotations have been taken from publishers' catalogs, book introductions, bibliographies, state departments of education guides and publications, and innumerable letters from concerned and interested educators. Approximate grade level is indicated. Audiovisual materials are listed at the end of each section and are identified in parentheses. Addresses are supplied for companies or private presses which might be difficult to locate otherwise.

AA Ferrante, Joan. The Negro American: A Reading List for Elementary Teachers. Educational Improvement Center, Glassboro, N.J. 1968. 56n. ED (185 698 MF & HC

The reading lists in this document are designed as guidelines for the elementary school librarian in selecting materials about Afro-Americans for students and teachers, and for information purposes. The lists are also designed as background reading for elementary school teachers for nreparing a curriculum of integrated materials, in using instructional materials about Black people, while teaching inter-group relations, and for in-service training programs.

130 -119- OE Kesner, MernieBibliography for Appalachian Studies. Berea Coll., Ky. 1973. 31p. ED 091 120 MFR HC

Ninety-eight annotated citations for reference and fiction books and 87 citations for magazines, articles, pamphlets, records and tapes, free and inexpensive material sources, and resource persons are given in this bibliography. The materials cited were published from 1906 to 1973. The bibliography was compiled to aid teachers in planning and including a unit on Appalachian culture in the curriculum at Franklin High School (Franklin, West Virginia). Since the bibliography was planned specifically for Franklin High School, materials dealing with any other part of Appalachia have not been included.

MC Laubenfels, Jean, comp. Ethnic Studies. Ohio Education Association, Columbus. Association Referral Information Service. 1971. 38p. ED 056 964 MF & HC

Seventy-two publications, ranging from ERIC documents to journal articles are annotated in this selective bibliography, one of 18 in a series. It is designed for educators who are developing and teaching curriculum materials that deal with American subcultures and their relationships. Included in the selections are program descrintions and resource materials.

MA Leyba, Charles. A Brief Bibliography of Teacher Education and Chicanos. ERIC Clearinghouse on Teacher Education, Washington, D.C. 1974. 17p. ED 090 147 MF & HC

This bibliography consists of 25 citations of documents reported in "Research in Education", all of them dealing with teacher education aspects of Chicano education. Each entry includes information on the author, title, publisher, date of publication, number of pages, availability from the ERIC Document Reproduction Service or the publisher, and an abstract.

MC Mankato State College, Minnesota. Local Library Resources for A Multi-Ethnic Curriculum. A Model Program in Multi-Ethnic Heritage Studies. 300p. SP 009 703; ED to be announced in April RIE MF & HC

The sources listed in this bibliography are materials available in the Mankato State College Memorial Library. The materials are arranged alphabetically by subject. Both print and non-print materials are included. The subject headings used are the Library of Congress subject headings. The sections are arranged according to the following ethnic groups: (1) Asian-Americans, (2) German-Americans, (3) Norwegian-Americans, (4) Irish-American, (5) Jewish- American, (6) Afro-Americans, (7) Mexican-Americans, and (8) Swedish-Americans. There is also a section containing an annotated bibliography of Afro-American,

131 -120- mexican-American, and Multi-Ethnic Studies resources designed specifically for classroom use. This section is divided into elementary print materials and secondary print materials and arranged alphabetically by subject.

NA Mankato State College, Minnesota. Native American Resources Annotated Bibliography of Print and Non-Print materials. 1975. 78p. SP 009 704; ED to be announced in April RIE MF & HC

This is an annotated bibliography of print and non-print materials for programs in Native American Studies. It is divided into (1) elementary level materials, and (2) secondary level materials. Each section is arranged alphabetically by subject. Most subject headings in this resource begin with a name of a tribe, nation, or a geographical area. General headings such as art, captivities, legends, music, fiction, and religion have also been used.

NA Mathieson, Moira B. A Brief Bibliography on Teacher Education and American Indians. ERIC Clearinghouse on Teacher Education, Washington, D.C. 1974. 23p. ED 090 146 MF & HC This bibliography consists of 30 citations of documents reported in "Research in Education," all of which deal with teacher education aspects of American Indian education. Each entry includes information on the author, title, publisher, date of publication, number of pages, availability from the ERIC Document Reproduction Service or the publisher, and an abstract.

AA Michigan-Ohio Regional Educational Lab., Inc. Detroit, Mich. Afro-American Instructional Curriculum Laboratory. Office of Education (DHEW), Washington, D.C. Bureau of Research. 1969. 44p. ED 035 991 MF A HC

This document was developed as a resource guide for the selection of Afro-American curriculum materials for grades K-12. The major section is an annotated bibliography that includes 282 citations, most of which have been copyrighted since 1960. A reprint series is also included that lists 44 annotated citations on the older literature. A notable feature is that each selection has been put lito a recommended grade level and each grade level is further subdivided under biography, fiction, poetry, or reference.A separate section recompiles the citations under a graded index, including 50 titles recommended for adults. Two short sections are devoted to audiovisual materials. The final section contains actual lesson outlines on Southern Africa for grades 6 and 7, and on Western Africa, especially Ghana and Nigeria, for grades P and 9.

MC Nassau County Board of Cooperative Educational Services,Jericho, N.Y. Nassau County Educational Resources Center Catalog of Professional 132 -121- Materials. Multi-Ethnic Materials Collection. 1971. 87n. ED 070 800 MF HC

The Nassau Educational Resource Center is a multimedia, multi-area curriculum and instructional materials center, with an educationalcommunications training component. The catalog contains listings of the Professional resources made available at the Center in the area of multi-ethnic studies bythe Racial Ethnic Action Project (REAP). REAP, funded under Title III, Elementary Secondary Education Act, was initiated in the Freeport Public Schools in September 1969. Jointly sponsored by the Freeport Public Schools and the Board of Cooperative Educational Services, its goal was to alleviate the tension and conflicts among various ethnic groups by developing a curriculum through which students,teachers, and community would gain an understanding of cultural differences. REAP's main goal was to gather a collection of media (film, film strips, games,and print materials) that provided data about the many ethnic groups as their diverse forms of race, religion, or national origin found in the United States; also educational methods and concepts that deal with developing and implementing affective education in the classroom. REAP staff writers used their materials in the development of its multi-ethnic human relations units of instruction.

MC Nebraska State Dept. of Education, Lincoln. Div. of Instructional Services. Annotated Biblio raphof Multi-Ethnic Curriculum Materials. 1975. 81p.

ED 3 , H

This annotated bibliography of multiethnic curriculum materials is distributed by the Title IV Equal Educational Opportunity Project and funded under the Civil Rights Act of 1964. All materials listed are available from the Nebraska Title IV Equal Educational Opportunity Project. Each entry includes the title, author, editor or compiler, copyright date, publisher, reference number, description, and level of use. Articles (adult reading level) abstracted from magazines and journals are &Iso available at request. Also included is a microfiche listing which emphasized multiculturaleducation. These can be viewed in the Nebraska flepartment of Education or checked out for a three-week period. At the end of the the bibliography, a list of Publishing company addresses is given.

MC Pawuette, Dan Ethnic Studies Materials. Mankato State Coll., Minn. Minority Group Study Center. 27p. SP 009 648; ED to be announced in March RIE MF & HC

This annotated bibliography contains evaluations of selected source materials in ethnic studies for teachers and students. It is divided into Multi-Ethnic Resource, Italian-American Resources, Polish-American and Slavic-American Resource, German-American Resources, and Norwegian-and Swedish-American Resources. At the end of every annotated entry are evaluations made by various journals and the evaluation of the bibliography editor. The sources were examined to determine i' they covered certain asnects

133

-122- of the ethnic group. These asnects included (1) history and conditions of the people in the particular country; (2) reasons for immigration; (3) experiences of the group and individuals as they underwent immigration and resettlement; (4) attitudes of other people in America toward the ethnicgroup; (5) discrimination and prejudice the ethnic group faced; (6) aspirations and goals of the group; (7) social, economic, political, and cultural conditionsand processes; (8) positive and negative contributions of the group; (q) individual contributions; (10) ethnic experiences in rural and urban areas; (11) representation of the ethnic group in different walks of live worthy of emulation; (12) the question of acculturation versus pluralism; and (13) current developments toward pluralism or assimilation.

NA San Jacinto Unified School District, Calif. American Indians, An Annotated Bibliography of Recommended Resource Materials. Elementary Grades. Office of Education (DHEC Washington, D.C. Office of Pro- grams for the Disadvantage. 1971. 36p. ED 056 798MF & HC

Prepared by Indians representing many tribes and reservations throughout California, this annotated bibliography on the American Indianwas developed with the support of the California Indian Education Association, the Inter- Tribal Council of California, and the American Indian Historical Association. The primary purpose was to provide teachers and educators witha recommended list of appropriate materials on American Indian culture, heritage, and history. Criteria for materials selection centered on the Indian child's image, intercultural understanding, and appropriateness for the elementary school child. Containing 257 citations of elementary school library books published between 1884 and 1971, the bibliography also contains lists of films, recordings, workbooks, and teacher guides. All entries are accompanied by apnropriate grade level (s). Appended is a list of publishers and their addresses.

NA Scoon, Annabelle R. Bibliography of Indian Education and Curriculum Innovation. Albuquerque Indian School, N. Mex. 1971. 62p. ED 053 614 MF & HC

This bibliography of ERIC documents (both-journal and non-journal materials) contains more than 200 entries with abstracts. The work is intended for those seeking to gain insight into the cultural and sociological background of the American Indian student, his academic strengths and weaknesses, and current innovations in the development of curriculum for these students. The report is divided into three areas: (1) Indian education and bilingualism, (2) general aspects of American Indian education, and (3)innovative curriculum concepts and materials. Order numbers for the documents which are available from the ERIC Document Reproduction Serviceare included.

MC University of Missouri, Columbia. Midwest Center for Equal Educational Opportunity. Annotated Bibliography of Multi-Ethnic Curriculum Materials. 1974. 155p. SP 009 626; ED tobeannounced in March RIE M Fr & HC

This is an annotated bibliography of multi-ethnic curriculum materials, compiled by the Midwest Center for Equal Educational Opportunity, University of Missouri. This bibliography is organized by type of material including 16mm films, filmstrips, sound recordings, photo aids, learning kits and Packets, simulations and games, booklets, and books. Included in each entry are the following items: name of author,editor, or compiler: title; publisher; nurchase price; source reference number; description of material;and level of use. Included at the end of the bibliography is a numbered list of namesand addresses of the source where materials may be purchased.

MC University of Missouri, Columbia. Midwest Center for Equal Educational 00nortunity. Annotated Bibliography of Multi-Ethnic Curriculum Materials. First Supplement. 1975. 68p. SP 009 627; ED to he announced in March CIE MF & HC

This annotated bibliography is the first supplement to the "Annotated Bibliography of Multi-Ethnic Curriculum Materials" and represents the materials collected by the Midwest Center for Equal Educational Opportunitysince the nublication of the original volume in the fall of 1974.This supplement is organized by type of material including 16mm films, filmstrips and slides, sound recordings, photo aids, learning kits and packets, pamphlets,simulations and games, booklets, books, book series, bibliographies, andperiodicals. Included in each entry are the following items: name of author, editor, or compiler; title; publisher; purchase price; source reference number;description of material; and level of use. Included at the end of the bibliography is a numbered list of names and addresses of the sources where materials may be nurchased.

MC University of Missouri, Columbia. Midwest Center for Equal Educational Opportunity. Annotated Bibliography of Multi-Ethnic Curriculum Materials. Second Supplement. 1975. 20p. SP 009 628; ED to be announced March RIE MF & HC

This annotated bibliography is the second supplement to theAnnotated Biblioaranhy of Multi-Ethnic Curriculum materials" and renresents thematerials collected by the Midwest Center for Equal Educational Opportunity since the publication of the original volume in the fall of 1974 and of the firstsupple- ment in the winter of 1974-1975. This bibliography is organized by type of material including books, films, filmstrips, recordings, and booklets. Included in each entry are the following items: name of author, editor, or compiler;title; publisher; purchase price; source reference number; description of material;and level of use. Included at the end of the bibliography is a numbered list of names and addresses of the sources wherematerials may be purchased.

13,ck -124- MC University of missouri, rolumbia. Midwest (enter for Equal Educational Onportunity. Annotated Bibliography of Multi-Ethnic Curriculummaterials. Third Supplement. 1975. 32p. SP o09 629; ED to be announced in March RIF

This annotated bibliography is the third supplementto the "Annotated Bibliography of multi-Ethnic Curriculum Materials" andrenresents the materials collected by the Midwest Center for Equal EducationalOpportunity since the nublication of the original volume in the fallof 1974 and of the first two supplements during 1974-1975. This bibliography is organized by type of material including 16mm films, filmstrips, soundrecordings, photo aids and transparencies, learning kits, games, booklets andnamnhlets, hook series, bibliogranhies, journals and books. Included in each entry are the following items: name of author, editor,or compiler; title; rublisher; purchase nrice; source reference number; descrintion of material; and level ofuse. Included at the end of the bibliography isa numbered list of names and addresses of the sources where materials may be purchased.

DIRECTORIES

MC James, Richard L., comp. Directory of Multicultural Programs in Teacher Education. American Association of Colleges for Teacher Education, Washington, D.C.; ERIC Clearinghouseon Teacher Education, Washington, n.c. 1971. 94n. ED 055 964 MF A HC

This directory of institutions conductingprograms of multicultural education is compiled from data collected from 300institutions nrior to July 1, 1971. It does not claim to he comprehensive but providesa useful source of information on who is doing what and where concerning multicultural programs in teacher education. Programs are listed by state, and a contact nerson is named in each instance so that further informationmay he obtained.

NA mitchell, mar4nrie,comp. Native Indian Studies and Curriculum Development Programmes: A Descriptive Mailing List. British Tolumbia Intercultural Curriculum Project, Victoria. 1974. 26p. FD 10q 843 MF & HC

The outgrowth of correspondence with Native Indianeducation programs and curriculum projects andover North America, this directory presents mailing addresses and brief descriptions of materialneeds for some 9F entries. Organized via Canadian provinces and U.S. States, entriesare divided into 4 categories as follows: (1) Canadian NativeIndian Studies (for elementary, secondary, and higher education); (2) CanadianCurriculum Development Projects (primarily elementary/secondary multi-mediamaterials); (3) American Native Indian Studies Programs (higher education,Indian student prepared materials at the elementary/secondary levels, and Indianteacher education); (4) American 136

-125- Curriculum nevelopment Projects(principally elementary/secondary levels). Also presented is a book list relative to the AmericanIndian (6 books in the process of being published and three books alreadypublished). Some 14 cultural projects are also nresented. Each of these entries includestribal affiliation and the names and addresses of projectdirectors, historians, and technical assistants.

137 -126- CHAPTER 3

ANALYSIS OF THE BIBLIOGRAPHY

In analyzing the bibliography that has been compiled from documents available in the ERIC retrieval system, the authors refer to terms that are specific to the ERIC system andmay be unfamiliar to the reader. It is suggested that the reader refer to the "Glossary of ERIC Terms" in Appendix B when such clarifi- cation is necessary.

ERIC INDEXING

The ERIC system classifies its documents in four basicways: by author, by institution, by descriptor, and by identifier.The first two ways are familiar enough; the latter twomay be unfamiliar. The ERIC system uses a "controlled vocabulary" when indexing a document. That is, the information specialists whoprepare the abstracts and assign retrieval terms to the document mustchoose these terms from the authority list called theThesaurus of ERIC Descriptors. In ERIC, these terms are called descriptors. In other systems, they are called subject headings, keywords, or index terms. Identifiers are those terms which reflect the content of the document, but are not found in the ERICThesaurus. They are, for the most part, the names of specific people, geographical locations, trade names, and projects. Other categories that appear as identifiers are acronyms, coined terminology, equipmentnames, organizations, and specific theories.

Any of these four basic methods of classificationmay be used to locate citations in ERIC. But by far the most common approach to ERIC material is subject-oriented, using theERIC descriptors and identifiers to define subjectareas. Because of this, requestors and searchers of information should be familiar with how ERIC indexes its materials.

THE ERIC SEARCH

To discover what appropriate documentswere available in the ERIC system for this bibliography, a searchwas designed to identify multicultural and ethnic studies documents that might be related to teacher education. Sets of ethnic studies, teacher education, and curriculum descriptor terms were initially identifiedas follows:

138

-127- No. of Documents Using these terms Descriptor Terms as descriptors

ETHNIC STUDIES TERMS:

Bilingual Education 1470 Biculturalism 578 Bilingualism 1138 African American Studies 677 American Indian Culture 371 Anglo Americans 401 Asian Americans 61 Chinese Americans 148 Cultural Awareness 1149 Cultural Background 1048 Cultural Education 990 Cultural Pluralism 452 Ethnic Groups 1354 Ethnic Studies 585 Japanese Americans 111 Jews 190 Korean Americans 22 Mexican Americans 1916 *Multicultural Education 41 Spanish American 357 Polish Americans 16

TEACHER EDUCATION TERMS

Teacher Education 9743 Inservice Teacher Education 3179 Preservice Education 1691 Performance Based Teacher Education 836 Teacher Educator Education 196

CURRICULUM TERMS

All descriptors that include the word "curriculum" 25,260

The total number of ERIC documentscontaining one or more of the descriptor terms listed ineach set above (many documents

*Multicultural Education is not an ERICdescriptor, but a search of the complex text of eachERIC entry was made for this term.

139 -128- contain two or more of the listeddescriptors) wereas follows:

Ethnic Studies Terms 8,732 Teacher Education Terms 13,073 Curriculum Terms 25,260

Ethnic Studies and Teacher Education

In the first step to identifyrelated documents, ERIC staff searched the ERIC data base bycomputer to determine which documents were indexed both by terms from the ethnicstudies set and the teacher education set.The result was a total of 571documents (Figure 1, Step A). These documents were then limitedto only those where ethnic studies and teachereducation terms were used as major descriptors--a totalof 149 documents (Figure 1, Step B). These were further limited to onlyED documents, i.e., document resumes rather than journalcitations which are identified by EJ numbers (Figure 1, Step C).Consequently, only 122 document abstracts common to both the setof ethnic studies terms and the teacher education termswere originally examined for inclusion in this bibliography.

FIGURE 1

SEARCH STRATEGY FOR ETHNIC STUDIES ANDTEACHER EDUCATION DOCUMENTS

is Teac Studies Educa 8, 732 13, 073

Documents in which both ethnic studies and IF teacher education descriptorswere found (571 documents)

STEP A

Ethnic Studies/Teacher Education Ethnic Studies/Teacher Education Documents (571) Documents(149) Documents in which both ethnic studies and teacher education terms were major ED documents (122 documents) descriptors (149 documents). OEJ documents (27 documents)

STEP B STEP C

-129- 140 Ethnic Studies and Curriculum

The second part of the ERIC searchproduced a list of documents indexed by terms from both the set ofethnic studies terms and the set of curriculum terms. This result was 1,381 documents inwhich both ethnic studies and curriculum terms were.used (Figure 2, Step A). These documents were then limited to onlythose which included these terms as major descriptors--a total of362 documents (Figure 2, Step B). These were further limited to onlyED documents, resulting in a total of 219 documents to be examined forinclusion in the bibliography (Figure 2, Step C).

FIGURE 2

SEARCH STRATEGY FOR ETHNIC STUDIES ANDCURRICULUM DOCUMENTS

Curriculum

25,260

O Documents in which both ethnic studies and curriculum descriptors were found (1,381 documents)

Ethnic Studies/Curriculum Documents (1,381) Ethnic Studies/Curriculum Documents (362) Documents in which both ethnic studies

and curriculum terms were used as el ED documents (143 documents) major descriptors (362 documents) Ej documents (219 documents)

STEP STEP C Ethnic Studies, Teacher Education, and Curriculum

To prevent the occurence of duplicatedocuments (i.e. because of the way they were indexed,some of the same documents might appear in both ethnic studies/teacher education set andthe ethnic studies/curriculum set), the three sets of termswere also combined. Seven documents were found to becommon to all three sets (Figure 3). Thus, there were three and four differentdocuments identified as either teacher education or ethnic studies/curriculumand examined for inclusion in this bibliography.

FIGURE 3 10 COMPARISON OF ETHNIC STUDIES/TEACHER EDUCATION ANDETHNIC STUDIES/CURRICULUM DOCUMENTS

c E S.les/ Studie / Te cher Currihim

Educ 1 219 122 ED documents in which ethnic studies, teacher education, and curriculum descriptors appear as major descriptors (7 documents)

Multicultural Textbooks and Teacher Education

ERIC documents indexed with the descriptor,multicultural textbooks, as well as a term from the set ofteacher education descriptor terms were the next phase of theERIC search. The final total was six documents (Figure 4,Step A). Five of these were ED documents (Figure 4, Step B).

1 2,

-131- FIGURE 4

SEARCH STRATEGY FOR MULTICULTURALTEXTBOOKS AND TEACHER EDUCATION DOCUMENTS

Multicultura Textbooks

Multicultural Textbooks/Teacher Education Documents (6) Documents in which both multicultural ED documents (5 documents) textbooks and teacher education descriptors were found (6 documents) EJ documents (1 document)

STEP A STEP B

Multicultural Textbooks and Curriculum

Using the same search strategy and descriptor,seventeen documents were found indexed under both thedescriptor, multicultural textbooks, and a term from the set of curriculumdescriptor terms (Figure 5, Step A). This became eleven when limited to ED documents (Figure 5, Step B)

FIGURE 5

SEARCH STRATEGY FOR MULTICULTURAL TEXTBOOKS AND CURRICULUM DOCUMENTS

Curriculum Multicultura Textbooks 25,260

Multicultural Textbooks/Cur- riculum Documents (17) ED documents (11 documents) Documents in which both multicultural textbooks and curriculum descriptors Ej documents (6 documents) were found (17 documents) STEP A STEP 3

143 -132- Multicultural Textbooks, Teacher Education, and Curriculum

Three documents were found common to these threesets of descriptors: multicultural textbooks/teacher education documents and the multicultural textbooks/curriculum documents(Figure 6). Thus, there were thirteen documents with thesesets of descriptors examined.

FIGURE 6

COMPARISON OF MULTICULTURAL TEXTBOOKS/TEACHER EDUCATION AND MULTICULTURAL TEXTBOOKS/CURRICULUM DOCUMENTS

Multicultural Multicultural Textbooks/ Textbooks/ Teacher Educati Curriculum

ED documents in which multicultural textbooks, teachereducation, and curriculum descriptors appear (3 documents)

LIMITATIONS

The analysis, classification, and resultingbibliography of ERIC documents have some limitations. Documents were placed in the specific categories of the matrix relative to theinformation provided in the document abstract rather than thedocument itself. In some cases, a reading of the documentmay have led to a different classification than was suggested by the abstract. Of course, all documents were classified according tothe author's best judgment, and in some instances may have been classifieddifferently by another reader.

The bibliography is by no means comprehensive,but purposively selective of the document abstracts included. As stated in the section about the ERIC search strategy, the documents,in most cases, were limited to only major descriptors and only ED documents. Both the descriptors for the sets of ethnic studiesand teacher education

-133- 114 terms were chosen by the authors, and did notcomprehensively describe either ethnic studies or teacher education. The reader might choose to do his/her own ERIC searchusing different descriptor terms to describe either of these sets.

In this bibliography, the abstracts for neither thedocuments about bilingual education (86 documents) nor thedocuments about programs in other countries(9 documents) are referred to. Approxi- mately sixty-five documents that were identifiedin the original ERIC search were eliminated because they did not appearto accurately fit the scope for the bibliography. The bibliography that appears here consists of abstracts only of the remaining217 multicultural and ethnic specific documents.

OBSERVATIONS

Originally 347 documents were identified in the ERICsearch, as previously described. As the abstracts of these documents were read and classified, sixty-four wereeliminated because they were primarily not within the scope identified for thisanalysis. Most often these documents deal with international andworld cultures rather than the diversity of cultures within theUnited States. The remaining 283 document abstracts plus thirty newacquisitions at the ERIC Clearinghouse of TeacherEducation were classified within the matrix described earlier. For this classification, the matrix was expanded so that documents couldalso be described by their publication date to identify an interest inmulticultural education and ethnic studies by the number of documentsentering the ERIC system. Table 2, "Classification of ERIC Documents Related to Multicultural Education, Ethnic Studies,and Bilingual Education", summarizes the content, ethnicorientation, and publication dates of these documents.

Bilingual education is an integral part ofmulticultural education, but because bilingual educationdefinitely involves the use of two languages as well ascultural awareness, it is usually treated as a separate entity for federaland state funded programs and most conceptual and researchstatements. It was decided that thosedocument abstracts that specifically dealt with bilingual education would not be includedin this bibliography, but would be better examined separately.

The documents were further limited toonly those which discussed multicultural education and ethnicstudies in the United States, eliminating a total ofnine documents. Thus, the remainder of this analysis, as well as thebibliography, will deal only with the documents related tomulticultural education and ethnic studies in the United States. 145

-134- TABLE 2 C1ASSTFICATION OF ERIC DOCUMtNTS RELATED TO MULTICULTURAL EDUCATION, ETHNIC 1973-1974 1970-1972 STUDIES, AND BILINGUAL EDUCATION Prior to 1970 CONCEPT MATERIALS Teacher Education ReportsGeneral 82 00 0 00 00 0 1 10 18 5 1 2 10 1 0 81 70 51 01 00 10 2 30 01 60 10 0 1 1 0 20 _0 0 9419 Surveys 02 0 01 0 0 00 0 0 00 01 01 0 21 0 01 21 4 4 3 1 17 1 13 0 1 2 1 1 0 43 7 CLASSROOM MATERIALS Teacher Education - 1 0 0 3 17 0 0 0 0 0 0 1 0 1 0 00 10 0 0 0 0 0 02 0 0 0 0 24 CollegeJuniorPreschool/E/erentary High/High School 0 0 0 0 0 0 0 0 0 00 00 0 0 0 0 0 0 0 0 0 0 0 0 01 0 0 0 0 01 CURRICULUM MATERIALS Preschool/Elerentary 2 0 0 20 0 0 0 20 0 00 00 0 10 00 10 20 0 00 '0 0 20 0 20 00 00 20 0 0 0 16 0 CollegeJunior High/High School 3 0 00 01 0 0 00 0 01 00 06 0110 0 01 04 02 01 10 0 0 01 01 04 02 30 0 0 0 30 1 PROGRAM MATERIALS GeneralTeacher Education 30 0 0 10 00 10 0 01 0 0 0 0 30 0 20 20 0 10 00 1 01 0 00 0 10 0 10 0 17 2 CollegeTeacher Education 02 0 0 0 0 02 00 06 01 00 0 10 03 00 09 0 00 00 0 23 00 00 0 00 00 0 1 00 27 4 OTHER BibliographiesNon-College 60 0 01 01 0 30 0 1 0 0 01 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 3 Directories 0 0 0 0 0 1 0 02 0 01 1 01 01 00 12. 0 0 00 02 0 0 00 0 02 000000 0 0 C 0 22 3 TOTALS 27 1 2 5 3 25 1 37 7 4 13 3 16 2 31 16 12 8 1 38 6 8 1Q 18 10 1 7 0 313 One of the objectives of this analysis was toidentify the interest in multicultural education and ethnic studiesby the publishing date of the documents. The first ERIC search was made on November 7, 1975, and updated on December31st for this analysis and bibliography. After the first search, thirty-two documents from the materials collection at the EthnicHeritage Center for Teacher Education were identified asappropriate acquisitions for the ERIC Clearinghouse on TeacherEducation. These documents were added to the ERIC data bankand are included in this bibliography. In the following listing of documentsby publication date, these recent acquisitions are identifiedin parenthesis:

1975: 39 documents (16 of the 39 were from the Ethnic Heritage Center's collection)

1974-1973: an average of 32 documents per year(14 of the 64 total were from the Ethnic Heritage Center's collection)

1970-1972: an average of 22-^/3 documents per year (1 of the 68 total were from the Ethnic Heritage Center's collection)

Prior to 1970: 47 documents

The figures above would indicate that therehas been a slight increase in the interest of multicultural educationand ethnic studies when measured by the total number of relateddocuments in the ERIC system. It is also interesting to note that prior to documents being submitted from the Ethnic HeritageCenter, the average number per year was almostequal (i.e., 22 documents in 1975, 25 in 1974 and 1973, 22-1/3 in 1970,1971, and 1972). It is also very probable that many moredocuments published in 1975 have not yet been submitted to ERIC andwill enter the system during 1976.

An examination of the document use and content(Table 3) indicates that the majority of the documents(116 of the total 217) were classified as conceptmaterials. There were fifty-one documents dealing with curriculum materials, twenty-twowith program materials, twentybibliographies and directories, and seven classroom materials. Over half of these documents, therefore, discuss or examine the conceptual issuesabout multicultural education and ethnic studies. Less than half are directly applicable to the classroom. Of those documents classified as classroom, curriculum, or program materials, thefollowing is a description by grade levels: I 4 7

-136- TABLE 3

MATRIX FOR THE CLASSIFICATION OF DOCUMENTS

O 0

CONCEPT MATERIALS Teacher Education 10 0 2 3 0 15 General 35 18 16 1 74 Reports 6 1 7 6 2 22 Surveys 1 2 2 0 0 5

CLASSROOM MATERIALS Teacher Education 1 1 0 1 3 6 Preschool/E lementa Ty 0 0 0 0 0 Junior High/High School 0 0 1 0 0 1 College 0 0 0 0 0

CURRICULUM MATERIALS

Preschool/E lementiry 7 2 0 4 1 0 13

Junior High/High School 7 3 10 I 0 27

College 0 0 1 0 1 0 1

Teacher Education 0 0 0 1 0 0

General 0 3 1 0 11

PROGRAM MATERIALS Teacher Education 17 1 0 0 18

College 0 0 0 0 1 1 1 Non-College 0 1 0 1 0 3 OTHER

Bibliographies 10 2 1 4 1 1 18

Directories 103 36 34 36 I 8 217

113 -137- Preschool/Elementary 13 documents Junior High/High School 38 College (other than teacher education) 2 Teacher Education 25 General 14

An examination of the ethnic orientation of the 217 documents (Table 3) shows that almost half (103 documents) are multicultural while 114 are ethnic specific. The number of documents for each of the three separately identified ethnic groups is almost equal- - thirty -six Afro American, thirty-four Mexican American, and thirty- six Native American. There is a definite dearth of materials related to all of the other ethnic groups represented in the United States. These eight documents dealt only with Jewish and Puerto Rican Americans.

A final observation of the identified documents is the total number of different ERIC clearinghouses from which documents related to multicultural education and ethnic studies originate. Twelve of the existing sixteen clearinghouses submitted documents in this area. The clearinghouses from which these documents originated include the following: Counseling and Personnel, Career Education, Teacher Education, Rural Education and Small Schools, Reading and Communication Skills, Early Childhood Education, Higher Education, Urban Education, Junior Colleges, Social Studies/Social Science, Educational Management, and Language and Linguistics. This indicates that this is an issue which encompasses a broad range of educational areas identified as clearinghouses by ERIC.

IMPLICATIONS AND RECOMMENDATIONS

The analysis of ERIC documents related to multicultural education and ethnic studies has implications for both ERIC and the Ethnic Heritage Center for Teacher Education.

There appears to steadily be an increased interest in multicultural education and ethnic studies as indicated both by the number of related documents entering the ERIC data bank and the number of requests for information and assistance received at the Ethnic Heritage Center. Perhaps one of the existing ERIC clearinghouses should be specifically assigned to solicit documents in this area. It would seem that this would allow for a more comprehensive acquisitions program than possible when three/fourths of the clearinghouses submit some documents on this issue.

149

-138- The Ethnic Heritage Center for Teacher Education is in the position to encourage the contribution of related materials by those persons, projects, and schools active in their development. The continued identification of multicultural and ethnic studies materials by the Center is an important and necessary step for the wide dissemination of such materials.

Because of the limited amount of materials classified as classroom and curriculum, a greater effort should be made to identify what is available, both published and unpublished, and to strongly encourage the development of additional resources. many of the classroom and curriculum materials are in the form of non-print resources, and thus would not be available through ERIC. Many of these materialsmay also be products of commer- cial Publishers, making their availability in ERIC almost nil. Another service of the Center might include developing a second bibliography that would identify the commerically published and non-print materials related to multicultural education and ethnic studies that could be a valuable resource tool for educators.

The dearth of material about specific ethnic groups, esnecially acute for groups other than Afro-, Mexican-, and Native- Americans, would imply that the Center should actively seek resources for these group-, and encourage the development of such by other persons and groups.

The Ethnic Heritage Center for Teacher Education has, as a result of this Project, develoned a cooperative relationship with the ERIC Clearinghouse on Teacher Education which shares a common sponsor, the American Association of Colleges for Teacher Educatiiim)(AACTE). As materials are reviewed at the Center, they will also be considered for possible inclusion in ERIC. Pocuments from the Center's collection will then he submitted to ERIC for review when appropriate. In this way, materials in the Center's collection will become more readily available to interested persons through FRIC's microfiche and reproduction services, as previously described.

150

-139- APPENDIX A ERIC MICROFICHE COLLECTIONS

Arizona Contra Costa County Department of Education Alabama Northern Arizona University Access Information Center University Library 2371 Stanwell Drive Auburn University Concord, California 94520 Ralph Brown Draughton Library Flagstaff, Arizona 86001 Serials Department California State College - Auburn, Alabama 36830 Arizona State Department of Education Dominguez Hills Samford University Research Coordinating Unit Library - Serials Department 1535 West Jefferson, 3rd Floor 1000 East Victoria Street Library Dominguez Hills, California 90747 800 Lakeshore Drve Phoenix, Arizona 85007 Birmingham, Alabama 35209 Arizona State University Los Angeles County Superintendent University of Alabama in Hayden Library of Schools Tempe, Arizona 85281 Division of Program Evaluation, Birmingham Research Services University College Library Pima College 9300 E. Imperial Highway 1919 7th Avenue, South Downey, California 90242 Birmingham, Alabama 35233 Library 2202 W. Anklam Road California State University - Fresno U.S. Army Aviation TNG Library Tucson, Arizona 85709 Library DABTO 1-75-M-B938 Fresno, California 93740 Fort Rucker, Alabama 36360 University of Arizona Library - Social Science Division California State University - Jacksonville State University Tucson, Arizona 85721 Fullerton Thomas Freeman Ramona Wood Library Library 800 North State College Boulevard Jacksonville, Alabama 36265 Arkansas Fullerton, California 92634 Livingston University Ouachita Baptist University Fullerton College Julia Tutwiler Library Riley Library Library Arkadelphia, Arkansas 71923 Livingston, Alabama 35470 321 East Chapman Avenue Fullerton, California 92634 University of South Alabama State College of Arkansas 307 Gaillard Drive Torreyson Library California State University Mobile, Alabama 36608 Conway, Arkansas 72032 Hayward Library University of Montevallo University of Arkansas 25800 Hillary Street Carmichael Library University Library Hayward, California 94542 Montevallo, Alabama 35115 Serials Department Fayetteville, Arkansas 72701 University of California - La Jolla Alabama State University University Library G.W. Trenholm Library University of Arkansas at Little La Jolla, California 92037 Montgomery, Alabama 36104 Rock 33rd and University Avenue California State University - Long Auburn University at Montgomery Little Rock, Arkansas 72204 Beach Library Library Montgomery, Alabama 36109 Southern State College 6101 East 7th Street Library Long Beach, California 90840 Alabama Agricultural And Magnolia, Arkansas 71753 Mechanical University Southwest Regional Laboratory for Joseph F. Drake Memorial Library Arkansas Polytechnic College Educational Research and Normal, Alabama 35762 Library Development Russellville, Arkansas 72801 4665 Lampson Avenue Troy State University Los Alamitos, California 90720 Library Arkansas State University Troy, Alabama 36081 Dean B. Ellis Library California State University - Los State University, Arkansas 72467 Angeles University of Alabama John F. Kennedy Memorial Library Library 5175 State College Drive University, Alabama 35486 California Los Angeles, California 90032 Azusa Pacific College ERIC Clearinghouse For Junior Alaska Marshburn Memorial Library Azusa, California 91702 Colleges Anchorage Higher Education University of California California State College - 96 Powell Library Building Consortium Los Angeles, California 90024 Library Bakersfield 3211 Providence Avenue 9001 Stockdale Highway University of Southern California Anchorage. Alaska 99504 Bakersneld, California 93309 Library University Park University of Alaska-Juneau University of California - Berkeley Los Angeles, California 90007 Library Education/Psychology Library Auke Bay, Alaska 99821 Berkeley, California 94720 Pepperdine University Payson Library University of Alaska California State University - Chico 24255 Pacific Coast Highway Elmer E. Rasmuson Library Library Malibu, California 90265 Chico, California 95926 Fairbanks, Alaska 99701 California State University - Alaska State Library Claremont College Northridge Department of Education Honnold Library Library State Capitol Building Documents Department 18111 Nordhoff Street Juneau, Alaska 99801 Claremont, California 91711 Northridge, California 91324 151 -140- September 1975 ERIC MICROFICHE COLLECTIONS

Ambassador College California State Polytechnic Southern Connecticut State College Library University - San Luis Obispo H. C. Buley Library 300 West Green Street Library 501 Crescent Street Pasadena, California 91123 San Luis Obispo, California 93401 New Haven, Connecticut 06515 California State Polytechnic University of California - Santa Area Cooperative Educational University - Pomona Barbara Services Kellogg-Voorhis Library Educational Resources Center Serials Library 800 Dixwell Avenue 3801 West Temple Avenue Santa Barbara, California 93106 Pomona, California 91768 North Haven, Connecticut 06511 ERIC Clearinghouse on Information University of Connecticut San Mateo County Board of Resources Wilbur Cross Library Education Stanford University Storrs, Connecticut 06268 Education Resources Center Center for Research and Development 333 Main Street in Teaching Capitol Region Education Council Redwood City, California 94063 Stanford, California 94305 443 Windsor Avenue Windsor, Connecticut 06095 University of California - Riverside University of the Pacific Library Library Riverside, California 92507 Stockton, California 95204 Delaware California State College - Sonoma California State College - Stanislaus Delaware State Department of Library Library Public Instruction 1801 East Cotati Avenue 800 Monte Vista Avenue Departmental Library Rohnert Park, California 94928 John G. Townsend Building Turlock, California 95380 Dover, Delaware 19901 California State Department of Whittier College Education 13729 Earlham Drive District of Columbia Vocational Education Resources Whittier, California 92307 Information Center American University 1025 P Street, Room 209 Library Sacramento, California 95814 Colorado 318 Asbury Building Washington, DC 20016 California State University - ERIC Clearinghouse for Social Sacramento Studies/Social Science Catholic University of America Library Education Library 6000 J Street 855 Broadway Washington, DC 20017 Sacramento, California 95819 Boulder, Colorado 80302 D.C. Public Schools Division of Planning Research and California State College University of Colorado Evaluation San Bernardino Library Education Library Research Information Center 5500 State College Parkway Boulder, Colorado 80302 415 12th Street, N.W., Room 1013 San Bernardino, California 92407 Washington, DC 20004 Education Commission of the States San Diego County Department of 1860 Lincoln Street, Suite 300 D.C. Teachers College Education Denver, Colorado 80203 Library Superintendent of Schools Wilson Building 6401 Linda Vista Road U.S. Office of Education/DHEW 1100 Harvard Street, N.W. San Diego, California 92111 Region VIII Washington, DC 20009 Federal Building San Diego State University 19th & Stout Street Department of Health, Education, Library Denver, Colorado 80202 and Welfare 5402 College Avenue Department Library University of Denver Room 1436 North Building San Diego, California 92115 Library - Serials Department 330 Independence Avenue, S.W. U.S. International University Denver, Colorado 80210 Washington, DC 20202 Elliott Campus Library Colorado State University ERIC Clearinghouse on Teacher 8655 Pomerado Road Library Education San Diego, California 92124 Fort Collins, Colorado 80521 American Association of Colleges for Teacher Education Far West Laboratory for University of Northern Colorado 1 Dupont Circle, N.W., Suite 616 Educational Research and Library Washington, DC 20036 Development Greeley, Colorado 80639 Library ERIC Clearinghouse on Higher 1855 Folsom Street Western State College Education San Francisco, California 94103 Library George Washington University Gunnison, Colorado 81230 1 Dupont Circle N.W., Suite 630 San Francisco Public Library Washington, DC 20036 Larkin & Fulton Streets Northern Colorado Board of San Francisco, California 94102 Federal City College Cooperative Educational Services Educational Materials Center Information Retrieval Center Graduate Division San Francisco State University 830 South Lincoln Victor Building Library Longmont, Colorado 80501 724 Ninth Street, N.W. 1630 Holloway Avenue Washington, DC 20000 San Francisco, California 94132 Connecticut Gallaudet College San Jose State University Edward Miner Gallaudet Memorial Library University of Bridgeport Library 125 South Seventh Street Magus Wahlstrom Library 7th & Florida Avenue N.E. San Jose, California 95192 Bridgeport, Connecticut 06602 Washington, DC 20002 152 September 1975 -141- ERIC MICROFICHE COLLECTIONS

Library of Congress Miami-Dade Community West Georgia College Science Reading Room College-South Sanford Library First and Independence Avenue, S.E. South Campus Library-Periodicals Carrollton, Georgia 30117 Annex, Room 5006 11011 S.W. 104th Street Washington, DC 20540 Miami, Florida 33156 Columbus College Library Library of Congress Miami-Dade Community College Algonquin Drive Microform Reading Room Columbus, Georgia 31907 First Street and Independence Avenue, Periodical Department S.E. 11380 N.W. 27th Avenue Miami, Florida 33167 North Georgia College Main Building, Room 140-b Library Washington, DC 20540 Marion County Schools Dahlonega, Georgia 30533 National Education Association Professional Library 406 S.E. Alvarez Avenue Fort Gordon Research Division Woodworth Library, Building 33500 1201 16th Street, N.W., Room 522 Ocala, Florida 32670 Fort Gordon, Georgia 30905 Washington, DC 20036 Florida Technological University Library Georgia College National Institute of Education Library Education Research Library Orlando, Florida 32816 1832 M Street N.W. Milledgeville, Georgia 31061 Washington, DC 20208 University of West Florida Berry College LibraryPeriodicals Memorial Library National Institute of Education Pensacola, Florida 32504 Education Branch Library Mount Berry, Georgia 30149 400 Maryland Avenue, S.W. Room Florida State Department of A-038 Savannah State College Washington, DC 20202 Education State College Branch Knott Building Library-Periodicals U.S. Office of Education/DHEW Tallahassee, Florida 32304 Savannah, Georgia 31404 Bureau of Occupational and Adult Education Florida State University Georgia Southern College Regional Office Building, Rm. 5020 Library Library 7th and D Streets, S.W. Tallahassee, Florida 32306 Statesboro, Georgia 30458 Washington, DC 20202 University of South Florida Valdosta State College Washington Technical Institute Library Richard H. Powell Library 4100 Connecticut Avenue, N.W. Tampa, Florida 33606 Valdosta, Georgia 31601 Washington. DC 20008 Georgia Hawaii Florida Albany State College University of Hawaii Florida Atlantic University Margaret Rood Hazard Library Library Library Albany, Georgia 31705 Honolulu, Hawaii 96822 Boca Raton, Florida 33432 Georgia Southern College Church College of Hawaii University of Miami Alma Center Ralph E. Woolley Library Otto G. Richter Library Alma, Georgia 31510 Laie, Oahu, Hawaii 96762 Coral Gables, Florida 33124 Broward County School Board Georgia Southwestern College Idaho Materials Center James Earl Carter Library Fort Lauderdale, Florida 33310 Americus, Georgia 31709 Idaho State Department of Nova University University of Georgia Education Hutchinson Library Library 200 State Office Building 3301 College Avenue Athens, Georgia 30601 650 W. State Street Fort Lauderdale, Florida 33314 Boise, Idaho 83702 Georgia State Department of Indian River Community College Education Idaho State University Library 156 Trinity Avenue S.W., Room 318 Library South 35th Street and Cortez Boulevard Atlanta, Georgia 30303 Pocatello, Idaho 83201 Fort Pierce, Florida 33450 Georgia State University University of Florida Library Illinois Education Library 104 Decatur, S.E. Illinois State University Norman Hall Atlanta, Georgia 30303 Gainesville, Florida 32611 LibrarySerials Department Bloomington - Normal, Duval County Schools Mercer University in Atlanta Illinois 61761 Educational Media Center Library 1741 Francis Street 3000 Flowers Road Southern Illinois University Jacksonville, Florida 32209 Atlanta, Georgia 30341 Library - Serials Department Carbondale, Illinois 62901 Florida International University Oglethorpe College LibrarySerials Department Library Eastern Illinois University Tamiami Trail 4484 Peachtree Road, N.E. Booth Library Miami, Florida 33144 Atlanta, Georgia 30319 Charleston, Illinois 61920 Miami-Dade Community College Augusta College Chicago State University Library - Downtown Campus Library - Serials Section Library 300 N.E. 2nd Avenue 2500 Walton Way 95th Street and King Drive Miami, Florida 33132 Augusta, Georgia 30904 Chicago, Illinois 60628 .153 -142- September 1975 ERIC MICROFICHE COLLECTIONS

Loyola University ERIC Clearinghouse on Reading and Kansas Julia D. Lewis Library Communication Skills 820 North Michigan, Room 1200 National Council of Teachers of English Emporia 7,ansas State College Chicago, Illinois 60611 1111 Kenyon Road William Allen White Library Emporia, Kansas 66801 Northeastern Illinois University Urbana, Illinois 61801 Library (CICS) Fort Hays Kansas State College Bryn Mawr at St. Louis Avenue University of Illinois Forsyth Library Chicago, Illinois 60625 Library - Documents Division Hays, Kansas 67601 Urbana, Illinois 61801 US. Office of Education/DHEW University of Kansas Region V Library 226 Wes: Jackson Boulevard Indiana Periodicals Section Chicago, Illinois 60607 Indiana University Lawrence, Kansas 66044 University of Chicago School of Education Library Library - Serials Records Department Kansas State University Chicago, Illinois 60637 Bloomington, Indiana 47401 Library Manhattan, Kansas 66506 University of Illinois at Chicago School Research Information Circle Service (SRIS) Johnson County Community College Library Phi Delta Kappa Educational Media Center Chicago, Illinois 60680 8th and Union Street College Boulevard and Quivira Road Bloomington, Indiana 47401 Overland Park, Kansas 66210 ERIC Clearinghouse in Career Kansas State College of Pittsburg Education University of Evansville Porter Library Northern Illinois University Library Pittsburg, Kansas 66762 204 Gabel Hall Evansville, Indiana 47702 Deka lb, Illinois 60115 Kansas State Department of Northern Illinois University Saint Francis College Education Swen Franklin Parson Library Library 120 E. 10th Street Deka lb, Illinois 60115 2701 Spring Street Topeka, Kansas 66612 Fort Wayne, Indiana 46808 Southern Illinois University Wichita State University Lovejoy Library Purdue University Library Edwardsville, Illinois 62025 Library - Serials Unit Wichita, Kansas 67208 Lafayette, Indiana 47907 National College of Education Library Ball State University Kentucky 2840 Sheridan Road Library Evanston, Illinois 60201 Western Kentucky University Muncie, Indiana 47306 Margie Helm Library Northwestern University Bowling Green, Kentucky 42101 Library University of Notre Dame Evanston, Illinois 60201 Memorial Library Kentucky Department of Education Notre Dame, Indiana 46556 Professional Library, ERIC Center Western Illinois University State Office Building Memorial Library Indiana State University Frankfort, Kentucky 40601 Macomb, Illinois 61455 Cunningham Memorial Library Terre Haute, Indiana 47809 Northern Kentucky State College Moraine Valley Community College Library 10900 South 88th Avenue Louis B. Nunn Road Palos Hills, Illinois 60465 Iowa Highland Heights, Kentucky 41076 Governors State University University Library Iowa State University University of Kentucky Park Forest South, Illinois 60466 Library Margaret I. King Library Ames, Iowa 50010 Government Documents Department Bradley University Lexington, Kentucky 40506 Library University of Northern Iowa 1501 West Bradley Avenue Library - Serials University of Louisville Peoria, Illinois 61606 Cedar Falls, Iowa 50613 Main Library Belknap Campus Concordia Teachers College Drake University Louisville, Kentucky 40208 Klinck Memorial Library Cowles Library 7400 Augusta Street Morehead State University River Forest, Illinois 60305 28th and University Johnson Camden Library Des Moines, Iowa 50311 Morehead, Kentucky 40351 Illinois Office of Education Media and Resources Center Iowa State Department of Public Murray State University 100 North First Street Instruction Library Springfield, Illinois 62777 Library Murray, Kentucky 42071 Grimes State Office Building Sangamon State University Des Moines, Iowa 50319 Eastern Kentucky University Library - Documents Department John Grant Crabbe Library Springfield, Illinois 62708 American College Testing Program Richmond, Kentucky 40478 ERIC Clearinghouse on Early Library Childhood Education Iowa City, Iowa 52240 Louisiana University of Illinois, College of Education University of Iowa Louisiana State University 805 West Pennsylvania Avenue Library Library - Social Science Division Urbana, Illinois 61801 Iowa City, Iowa 52242 Baton Rouge, Louisiana 70803 15 4 September 1975 -143- ERIC MICROFICHE COLLECTIONS

Louisiana State Department of Bowie State College Northeastern University Education Graduate Division Suburban Campus Research Coordinating Unit Library Burlington, Massachusetts 01803 626 N. Fourth Street Bowie, Maryland 20715 Baton Rouge, Louisiana 70804 Harvard University University of Maryland Graduate School of Education Grambling State University College of Education, Room 0102 Monroe C. Gutman Library Grambling, Louisiana 71245 College Park, Maryland 20742 Appian Way Cambridge, Massachusetts 02138 Southeastern Louisiana University University of Maryland Sims Memorial Library McKeldin Library New England Resources Center for Hammond, Louisiana 70401 Serials Division Occupational Education College Park, Maryland 20742 44 Battle Street University of Southwestern Cambridge, Massachusetts 02138 Louisiana University of Maryland - Eastern Dupre Library Shore Merrimack Education Center Lafayette, Louisiana 70501 Library 101 Mill Road Mc Neese State University Princess Anne, Maryland 21853 Chelmsford, Massachusetts 01824 Frazer Memorial Library Montgomery County Public Schools Lake Charles, Louisiana 70601 Boston College Educational Materials Laboratory Library 850 Hungerford Drive, Room A -41 Chestnut Hill, Northeast Louisiana University Rockville, Maryland 20850 Sande' Library Massachusetts 02167 Monroe, Louisiana 71201 Salisbury State College Fitchburg State College University of New Orleans Blackwell Library Library Earl K. Long Library Salisbury, Maryland 21801 Fitchburg, Massachusetts 01420 Lake Front New Orleans, Louisiana 70122 Western Maryland College Framingham State College Library Henry Whittemore Library Louisiana Technological University Westminster, Maryland 21157 Framingham, Massachusetts 01701 Prescott Memorial Library Ruston, Louisiana 71270 Lowell State College Massachusetts Library Nicholls State University Rolfe Street Library University of Massachusetts Lowell, Massachusetts 01854 Thibodaux, Louisiana 70301 Graduate Research Center Library Tufts University Amherst, Massachusetts 01002 Maine Wessell Library Boston Public Library Medford, Massachusetts 02155 Maine State Department of 666 BmIslon Education Development Center Education Boston, Massachusetts 02117 55 Chapel Street Planning and Evaluation, ERIC Office Newton, Massachusetts 02160 State House Boston State College Augusta, Maine 04330 Library 625 Huntington Avenue Pittsfield Regional Education Center Project A.B.E. - LEAP University of Maine Boston, Massachusetts 02115 Raymond H. Fog ler Library 188 South Street Orono, Maine 04473 Boston University Pittsfield, Massachusetts 01201 School of Education 765 Commonwealth Avenue Quincy Public Schools Department of Library Services Maryland Boston, Massachusetts 02215 100 Brooks Avenue Ann Arundel County Public Schools Massachusetts Board of Education Quincy, Massachusetts 02169 Media Service Greater Boston Regional Education 2644 Riva Road Center Salem State College Annapolis, Maryland 21401 Boston. Massachusetts 02133 Salem, Massachusetts 01970 Johns Hopkins University Massachusetts Department of Springfield College Milton S. Eisenhower Library Library Baltimore, Maryland 21218 Education Alden Street Department Library Springfield. Massachusetts 01109 Loyola College 182 Tremont Street,1 1 th Floor Library Boston, Massachusetts 02111 Career Education Document 4501 North Charles Street Baltimore, Maryland 21210 Massachusetts Teachers Association Information System (CEDIS) 20 Ashburton Road 2 Sunlife Executive Park Maryland State Department of Boston, Massachusetts 02108 100 Worcester Street Education Wellesley Hills, Media Services Center Northeastern University Massachusetts 02181 B.W.I. Airport Library Baltimore, Maryland 21240 360 Huntington Avenue Westfield State College Boston, Massachusetts 02115 Library Towson State College Westfield, Massachusetts 01085 Albert S. Cook Library - Serials U.S. Office of Education/DHEW Baltimore, Maryland 21204 Region I John Fitzgerald Kennedy Federal Michigan ERIC Processing and Reference Building Facility Boston, Massachusetts 02203 ERIC Clearinghouse on Counseling Operations Research Inc., Information and Personnel Services Systems Division Bridgewater State College University of Michigan 4833 Rugby Avenue, Suite 303 Maxwell Library School of Education, Room 2108 Bethesda, Maryland 20014 Bridgewater, Massachusetts 02324 Ann Arbor, Michigan 48104 r- J. .ft

-144- September 1975 ERIC MICROFICHE COLLECTIONS

University of Michigan Moorhead State College Mid-Continent Regional Education General Library Library - Serials Department Ann Arbor, Michigan 48104 Laboratory Moorhead, Minnesota 56560 Resource Center Andrews University St. Cloud State College 104 E. Independence Avenue James White Library Library Kansas City, Missouri 64106 College Station St. Cloud, Minnesota 56301 Berrin Springs, Michigan 49104 U.S. Office of Education /DHEW College of St. Thomas Region VII University of Michigan O'Shaughnessy Library 601 East 12th Street Dearborn Campus Library Summit and Cleveland Kansas City, Missouri 64106 4901 Evergreen Road St. Paul, Minnesota 55105 Dearborn, Michigan 48128 University of Missouri Winona State College General Library Detroit Board of Education Maxwell Library Kansas City, Missouri 64110 Professional Library Winona, Minnesota 55987 1032 School Center Building Northeast Missouri State University 5057 Woodward Avenue Pickier Memorial Library Detroit, Michigan 48202 Mississippi Kirksville, Missouri 63501 Wayne State University Delta State University Southwest Missouri State University General Library - Education Division Library Library Detroit, Michigan 48202 Cleveland, Mississippi 38732 Springfield, Missouri 65802 Michigan State University Mississippi State College for Women St. Louis Board of Education Library - Serials Department I. C. Fant Library East Lansing, Michigan 48823 Library Services Center Columbus, Mississippi 39701 1100 Farrar Street Genesee Community College St. Louis, Missouri 63107 Charles Stewart Mott Library University of Southern Mississippi 1401 E. Court Street Library University of Missouri - St. Louis Flint, Michigan 48503 Hattiesburg, Mississippi 39401 Library - Documents Section 8001 Natural Bridge Road Western Michigan University Jackson State University St. Louis, Missouri 63121 Dwight B. Waldo Library 1325 Lynch Street Kalamazoo, Michigan 49001 Jackson, Mississippi 39217 Washington University Library Michigan Department of Education Mississippi Department of Education Audio-Visual Department Library Educational Media Service St. Louis, Missouri 63130 735 E. Michigan Avenue 901 Sillers Building Lansing, Michigan 48933 Jackson. Mississippi 39205 Central Missouri State College Ward Edwards Library Northern Michigan University Mississippi State University Warrensburg, Missouri 64093 Marquette, Michigan 49855 Meridian Branch 5520 Highway 19 North Central Michigan University Meridian, Missiszippi 39301 Montana Library - Documents Section Mount Pleasant, Michigan 48858 Mississippi State University Eastern Montana College Mitchell Memorial Library Library Oakland Schools Mississippi State, Billings, Montana 59101 Resource Center Mississippi 39762 2100 Pontiac Lake Road Montana State University Pontiac, Michigan 48054 University of Mississippi Library Library Bozeman, Montana 59715 Oakland Uniyersity University, Mississippi 38677 Kresge Library Rochester, Michigan 48063 Northern Montana College Missouri Library Wayne County School District Havre, Montana 59501 Professional Resource Center Southeast Missouri State College 33030 Van Born Road Kent Library Wayne, Michigan 48184 Cape Girardeau, Missouri 63701 Nebraska Eastern Michigan University University of Missouri - Columbia Chadron State College Library University Library Reta King Library Ypsilanti, Michigan 48197 Columbia, Missouri 65201 Chadron, Nebraska 69227 Missouri State Department of Kearney State College Minnesota Library Education Kearney, Nebraska 68847 Bemidji State College Jefferson Building Clark Library Jefferson City, Missouri 65101 University of Nebraska Bemidji, Minnesota 55601 Library Missouri Southern College Lincoln, Nebraska 68508 Mankato State College Library Memorial Library Newman and Duquesne Road University of Nebraska at Omaha Maywood & Ellis Street Joplin, Missouri 64801 Gene Eppley Library Mankato, Minnesota 56001 Kansas City Technical Education Omaha, Nebraska 68101 University of Minnesota Center Wayne State College Library - Serials Records Divison 1215 E. Truman toad Library Minneapolis, Minnesota 55455 Kansas City, Missouri 64106 Wayne, Nebraska 68787 156 September 1975 -145- ERIC MICROFICHE COLLECTIONS

Nevada Trenton State College Lehman College Roscoe L. West Library Library University of Nevada - Las Vegas Pennington Road Bedford Park Boulevard West Library Trenton, New Jersey 08625 Bronx, New York 10468 Las Vegas, Nevada 89109 Kean College of New Jersey Manhattan College University of Nevada - Reno Library Cardinal Hayes Library Library Morris Ave Periodicals Department Reno, Nevada 89507 Union, New Jersey 07083 Bronx, New York 10471 Montclair State College City University of New York New Hampshire Harry A. Sprague Library Brooklyn College Library Upper Montclair, New Jersey 07042 Serials Section New Hampshire Department of Brooklyn, Ncw York 11210 Education William Paterson State College Statehouse Annex Library SUNY at Buffalo Concord, New Hampshire 03301 300 Pompton Road Lockwood Library Wayne, New Jersey 07470 Buffalo, New York 14214 University of New Hampshire Library SUNY College at Buffalo Durham. New Hampshire 03824 New Mexico E. H. Butler Library 1300 Elmwood Avenue Plymouth State College of the Southwestern Cooperative Buffalo, New York 14222 University of New Hampshire Educational Laboratory, Inc. Lamson Library 229A Truman, N. E. Board of Cooperative Educational Plymouth. New Hampshire 03264 Albuquerque, New Mexico 87108 Services Service Center University of New Mexico 455 Cuyuga Road New Jersey Zimmerman Library - Serials Cheektowaga, New York 14225 Educational Impro.;ment Center Department Northwest New Jersey Albuquerque, New Mexico 87131 SUNY College at Cortland Halko Drive Teaching Materials Center Cedar Knolls, New Jersey 07927 ERIC Clearinghouse on Rural Education Building, D-206 Education and Small Schools Cortland, New York 13045 New Jersey Residential Manpower New Mexico State University Center University Park Branch P,lard of Cooperative Educational Occupational Research Center Las Cruces, New Mexico 88003 Services Building 871 Library Camp Kilmer New Mexico State University 431 Philo Road Edison. New Jersey 08817 Library Elmira, New York 14903 Las Cruces, New Mexico 88001 Glassboro State College Queens College SEIMC New Mexico Highlands University Paul Klapper Library Savitz Library Donnelly Library Flushing, New York 11367 Glassboro, New Jersey 08028 Las Vegas, New Mexico 87701 SUNY College at Fredonia Jersey City State College New Mexico State Library Library Forrest A. Irwin Library 300 Don Gaspar Fredonia, New York 14063 Curriculum Materials Center Sante Fe, New Mexico 87501 2039 Kennedy Boulevard Adeiphi University Jersey City, New Jersey 07305 Western New Mexico University Library Miller Library Garden City, New York 11530 Rutgers University Silver City, New Mexico 88061 Alexander Library SUNY College at Geneseo New Brunswick, New Jersey 08901 Milne Library New York Parsippany Troy Hills Board of Geneseo, New York 14454 Education New York State Library Long Island University Parsippany, New Jersey 07054 State Education Building Library Albany, New York 12224 Phillipsburg Free Public Library Greenvale. New York 11548 Phillipsburg, New Jersey 08865 SUNY at Albany Efofstra University 1400 Washington Avenue Library ERIC Clearinghouse on Tests, Albany, New York 12302 Hempstead, New York 11550 Measurement, and Evaluation Educational Testing Service Board of Cooperative Educational Cornell University Princeton. New Jersey 08540 Services Albert R. Mann Library 6 South Street Ithaca, New York 14850 Monmouth County Library Belmont, New York 14813 Eastern Branch Queensborough Public Library Area Reference Center SUNY College at Brockport 89-11 Merrick Boulevard Route No 35 Jamaica, New York 11432 Shrewsbury, New Jersey 07701 Library Brockport, New York 14420 Seton Hall University St. Johns University McLaughlin Library Fordham University Library South Orange, New Jersey 07079 Library Grand Central & Utopia Parkways Bronx, New York 10458 Jamaica, New York 11432 Rider College Library James Monroe High School La Guardia Community College 2083 Lawrenceville Road 1300 Boynton Avenue 31-10 Thomson Avenue Trenton, New Jersey 08602 Bronx, New York 10472 Long Island City, New York 11101 157 -146- September 1975 ERIC MICROFICHE COLLECTIONS

Board of Cooperative Educational SUNY College at Old Westbury North Carolina Services Library Curriculum Resource Center Old Westbury, New York 11568 Appalachian State University County Route 64 Library Mexico, New York 13114 SUNY College at Oneonta Boone, North Carolina 28607 James M. Milne Library Essex, Hamilton, Warren & Oneonta, New York 13820 University of North Carolina Washington County Areas Library - Serials Section Educational Center SUNY College at Oswego Chapel Hill, North Carolina 27514 Mineville, New York 12956 Penfield Library Oswego, New York 13126 Charlotte-Mecklenburg Schools SUNY College at New Paltz Curriculum Resources Center Library hoard of Cooperative Educational Charlotte, North Carolina 28201 New Paltz, New York 12561 Services Suffolk County Regional Center University of North Carolina at College of New Rochelle 201 Sunrise Highway Charlotte Library Patchogue, New York 11772 UNCC Station New Rochelle, New York 10801 Charlotte, North Carolina 28223 Board of Cooperative Educational Bank Street College of Education Services Western Carolina University Library Huntel Library John W. Harrold Education Center Cullowhee, North Carolina 28723 6W West 112th Street Plattsburgh, New York 12901 New York, New York 10025 Elizabeth City State University SUNY College at Plattsburgh Library Baruch College Plattsburgh, New York 12901 Library - Serials Division Elizabeth City, 156 E. 25th Street SUNY College at Potsdam North Carolina 27909 New York, New York 10010 Frederic W. Crumb Memorial Library Fayetteville State University Potsdam, New York 13676 Chesnutt Library City University of New York Fayetteville, North Carolina 28301 City College Library University of Rochester Serials Division Library University of North Carolina at Convent Avenue at W 135th Street Rochester, New York 14627 New York, New York 10031 Greensboro Walter Clinton Jackson Library Richmond College Greensboro, North Carolina 27412 City University of New York Library Graduate Studies Division Library 130 Stuyvesant Place 33 W. 42nd Street East Carolina University Staten Island, New York10301 Library New York, New York 10036 Greenville, North Carolina 27834 Wagner College Columbia University Horrman Library North Carolina State Department of Teachers College Library Staten Island, New York 10301 525 W. 120th Street Public Instruction New York, New York 10027 Research and Information Center SUNY at Stony Brook Education Building Library Raleigh, North Carolina 27611 ERIC Clearinghouse Gn Urban Stony Brook. New York 11790 Education North Carolina State University Teachers College Rockland Community College D.H. Hill Library Columbia University Library Raleigh, North Carolina 27607 525 West 120th Street 145 College Road New York, New York 10027 Suffern, New York 10901 North Dakota Hunter College Syracuse City School District Library 9!0 Erie Boulevard, East University of North Dakota 695 Park Avenue Syracuse, New York 13210 Chester Fritz Library New York, New York 10021 ERIC Center Syracuse University Grand Forks, North Dakota 58201 New York Public Library Library 8 E. 40th Street Carnegie Building, Room 210 New York, New York 10016 Syracuse, New York l3210 Ohio New York University Board of Cooperative Educational University of Akron Microform Center Library Services Akron, Ohio 44304 70 Washington Square South Mohawk Region Planning Center New York, New York 10012 Spring Road Ohio University U.S. Office of Education/DHEW Verona, New York 13470 Library - Serials Department Athens, Ohio 45701 Region 11 Nassau Board of Cooperative Federal Building C-Room 1013 Educational Services Baldwin - Wallace College 26 Federal Plaza Ritter Library New York, New York 10007 Educational Resource Center Research Library Berea, Ohio 44017 John Coutts Library Services, Inc. 1196 Prospect Avenue Westbury, New York 11590 Bowling Green State University -367.04( a,..t.iga Street Library - Serials Department Lem. mon .No:. York 14092 Board of Cooperative Educational Bowling Green, Ohio 43403 New York Institute of Technology Services University of Cincinnati Library Curriculum Research Center Main Campus Library Wheatley Road Pinesbridge Road Serials Division Old Westbury, New York 11568 Yorktown Heights, New York 10598 Cincinnati, Ohio 45221 158 September 1975 -147- ERIC MICROFICHE COLLECTIONS

Xavier University Oklahoma State University Indiana University of Pennsylvania Library Library - Serials Section Library Vic:ory Parkway & Dana Avenue Stillwater, Oklahoma 74074 Indiana, Pennsylvania 15701 Cincinnati. Ohio 45207 Northeastern Oklahoma State Regional Resources Center of Cleveland State University University Eastern Pennsylvania for Special Library - Serials Library Cleveland. Ohio 44115 Education Tahlequah, Oklahoma 74464 443 S. Gulph Road ERIC Clearinghouse for Science, King of Prussia, University of Tulsa Pennsylvania 19406 Mathematics, and Environmental McFarlin Library Education Tulsa, Oklahoma 74104 Research and Information Services Ohio State University for Education (RISE) 1800 Cannon Drive Southwestern State College 198 Allendale Road Columbus, Ohio 43210 Library King of Prussia. Weatherford, Oklahoma 73096 Ohio Education Association Pennsylvania 19406 Professional Development Division Kutztown State College 225 East Broad Street Oregon Library Columbus, Ohio 43215 Southern Oregon College Kutztown, Pennsylvania 19530 Ohio State Department of Education Library Lock Haven State College 781 Northwest Boulevard 1250 Siskiyou Boulevard Stevenson Library Columbus, Ohio 43212 Ashland, Oregon 97520 Lock Haven, Pennsylvania 17745 Ohio State University Oregon State University Mansfield State College LibrarySerials Division William Jasper Kerr Library Library 1858 Neil Avenue Corvallis, Oregon 97331 Mansfield, Pennsylvania 16933 Columbus, Ohio 43210 ERIC Clearinghouse on Educational Pennsylvania State University Ohio State University Management Library Research Library University of Oregon Capitol Campus Center for Vocational Education LibrarySouth Wing Middletown, Pennsylvania 17057 1900 Kenny Road Eugene, Oregon 97403 Columbus, Ohio 43210 Millersville State College Northwest Regional Educational Ganser Library Wright State University Millersville, Pennsylvania 17551 Library Laboratory Colonel Glenn Highway 400 Lindsay Building 710 S.W. Second Avenue Bucks County Community College Dayton, Ohio 45431 LibrarySwamp Road Portland, Oregon 97204 Newtown, Pennsylvania 18940 Kent State University Library Portland State University Research for Better Schools, Inc. Kent, Ohio 44242 Library Library Portland, Oregon 97207 1700 Market Street Miami University Philadelphia, Pennsylvania 19103 Library Oregon Department of Education Oxford, Ohio 45056 Resources Dissemination Center Library Saint Joseph's College 942 Lancaster Drive N.E. Library University of Toledo Salem, Oregon 97310 City Avenue at 54th Street Library Philadelphia, Pennsylvania 19131 Toledo, Ohio 43606 Pennsylvania School District of Philadelphia Central State University Pedagogical Library Ha Ilie Q. Brown Library Bloomsburg State College 21st Street South of the Parkway College Library Wilberforce, Ohio 45384 Philadelphia, Pennsylvania 19103 Bloomsburg, Pennsylvania 17815 Youngstown State University Temple University Library California State College Library - Serials Section 410 Wick Avenue California, Pennsylvania 15419 Philadelphia, Pennsylvania 19122 Youngstown, Ohio 44503 Cheyney State College U.S. Office of Education/DHEW L. P. Hill Library Region III Oklahoma Cheyney, Pennsylvania 19319 40! N. Broad Street East Central State College Clarion State College Philadelphia. Pennsylvania 19108 Library Library University of Pittsburgh Ada, Oklahoma '4820 Clarion, Pennsylvania 16214 Hillman Library Central State University East Stroudsburg State College Pittsburgh, Pennsylvania 15260 Library - ERIC Office Kemp Library Shippensburg State College Edmond. Oklahoma 73034 East Stroudsburg, Library Pennsylvania 18301 University of Oklahoma Shippensburg, Pennsylvania 17257 Library Edinboro State College Slippery Rock State College 401 W Brooks, Room 130 Hamilton Library Maltby Library Norman, Oklahoma 73069 Edinboro, Pennsylvania 16412 Slippery Rock, Pennsylvania 16057 Oklahoma State Regents for Higher Pennsylvania State Library Pennsylvania State University Education Bureau of Technical Services Pattee Library State Capitol Station Education Building, Room 46 University Park, Oklahoma City, Oklahoma 73105 Harrisburg. Pennsylvania 17126 Pennsylvania 16802 159 -148- September 1975 ERIC MICROFICHE COLLECTIONS

West Chester State College University of Tennessee at Knoxville Dallas Public Library Francis Harvey Green Library Research Coordinating Unit 1954 Commerce Street West Chester, Pennsylvania 19380 909 Mountcastle Street Dallas, Texas 75202 Knoxville, Tennessee 37916 King's College North Texas State University D. Leonard Corgan Library Memphis State University Library Wilkes-barre, Pennsylvania 18711 John Brister Library Denton, Texas 76203 Memphis, Tennessee 38111 Wilkes College Texas Woman's University Eugene Shedden Farley Library Middle Tennessee State University Library Franklin at South Street Library Denton, Texas 76204 Wilkes-barre. Pennsylvania 18703 Murfreesboro, Tennessee 37130 Pan American University Joint University Libraries Library Nashville, Tennessee 37203 Rhode Island Edinburg, Texas 78539 University of Rhode Island University of Tennessee at Nashville Library Education Service Center Library Region XIX Kingston, Rhode Islaad 02881 323 McLemore Avenue Nashville, Tennessee 37203 6611 Boeing Street El Paso, Texas 79925 Rhode Island College James P. Adams Library Texas University of Texas at El Paso 600 Mt. Pleasant Avenu: Library-Reference Office Providence, Rhode Island 02908 Abilene Christian College El Paso, Texas 79968 Library Abilene, Texas 79501 Houston Baptist University South Carolina Houston, Texas 77036 Juarez-Lincoln Center Charleston County School District Library Texas Southern University Media Center 3001 S. Congress University Library 3 Chisolm Street Austin, Texas 78704 3201 Wheeler Avenue Charleston, South Carolina 29401 Houston, Texas 77004 Southwest Educational Development Citadel Military College Laboratory University of Houston Library 211 East Seventh Street Library Charleston, South Carolina 29409 Austin, Texas 78701 2700 Bay Area Boulevard Houston, Texas 77058 Clemson University Texas Education Agency Library Resource Center, Library University of Houston Clemson, South Carolina 29631 201 East Ilth Street Library Austin, Texas 78701 Cullen Boulevard South Carolina State Library Houston, Texas 77004 1500 Senate Drive Texas Information Service Columbia, South Carolina 29201 Education Service Center Sam Houston State University Region XIII Library Darlington County School District 6504 Tracor Lane Huntsville, Texas 77340 Information and Publication Center Austin, Texas 78721 255 Blue Street University of Dallas Darlington, South Carolina 29532 University of Texas at Austin Library Library University of Dallas Station South Carolina State College Austin, Texas 78712 Miller F. Whittaker Library Irving, Texas 75060 Orangeburg, South Carolina 29115 Lamar University Central Texas College Library Highway 190 West Beaumont, Texas 77710 Winthrop College Killeen, Texas 76541 Dacus Library Rockhill. South Carolina 29730 West Texas State University Library Texas A & I University at Canyon, Texas 79016 Kingsville South Dakota Library Texas A & M University Kingsville, Texas 78363 South Dakota State Library Library 322 South Fort Street College Station, Texas 77843 Texas A & I University at Laredo Pierre, South Dakota 57501 Library East Texas State University Laredo, Texas 78040 University of South Dakota Library I D Weeks Library Commerce, Texas 75428 Education Service Center Vermillion, South Dakota 57069 Region XVI I Texas A & I University at Corpus 713 Citizens Tower Christi Lubbock, Texas 79401 Tennessee Library Corpus Christi, Texas 78411 Texas Technological University Austin Peay State University Library Woodward Library Crystal City Independent School Lubbock, Texas 70409 Clarksville, Tennessee 37040 District 805 East Crockett Education Service Center Tennessee Technological University Crystal City, Texas 78839 Region VIII Jere Whitson Memorial Library 100 North Riddle Street Cookeville, Tennessee 38501 Dallas Baptist College Mount Pleasant, Texas 75455 3000 Florina Road East Tennessee State University Library Stephen F. Austin State University Library Learning Center Library Johnson City, Tennessee 37601 Dallas, Texas 75211160 Nacogdoches, Texas 75961

September 1975 -149- ERIC MICROFICHE COLLECTIONS

Ector County Independent School Vermont Virginia State Board of Education District 1312 E. Grace Street Curriculum Library Twin State Educational Information Room 224 Odessa, Texas 79760 System Richmond, Virginia 23216 Vermont State Department of University of Houston at Clear Lake Education College of William and Mary Earl Gregg Swen Library City Montpelier, Vermont 05602 Library Williamsburg, Virginia 23185 945 E. Shaw Pasadena, Texas 77502 Virginia Washington Education Service Center Alexandria City Schools Bellevue School District No. 405 Region X Nichols Memorial Professional Library 310 102nd Avenue, N. E. 3330 King Street Richardson, Texas 75080 Bellevue, Washington 98004 Alexandria, Virginia 22313 University of Texas at Dallas Western Washington State College Library Arlington County Public Schools Wilson Library Richardson, Texas 75080 Professional Library Bellingham, Washington 98225 1426 N. Quincy Street Angelo State University Arlington, Virginia 22207 Eastern Washington State College Library Library San Angelo, Texas 76901 ERIC Clearinghouse on Languages Cheney, Washington 99004 and Linguistics Our Lady of the Lake College Center for Applied Linguistics Central Washington State College Library 1611 North Kent Street Victor J. Bouillon Library San Antonio, Texas 78285 Arlington, Virginia 22209 Ellensburg, Washington 98926 Trinity University Virginia Polytechnic Institute and Superintendent of Public Instruction Chapman Graduate Center Library State University Library 715 Stadium Drive Old Capitol Building San Antonio, Texas 78284 Library Blacksburg, Virginia 24061 Olympia, Washington 98504 University of Texas at San Antonio Intermediate School District No. 4242 Piedras East University of Virginia San Antonio, Texas 78225 Alderman Library 123 Charlottesville, Virginia 22901 Road 40 and Court Street Southwest Texas State University Pasco, Washington 99302 Library Fairfax County Public Schools San Marcos, Texas 78666 Professional Reference Library Washington State University 3500 Old Lee Highway Library Texarkana College Fairfax, Virginia 22030 Pullman, Washington 99163 Palmer Memorial Library Texarkana, Texas 75501 George Mason University Seattle Education Service District Library No. 110 Texas College Fairfax, Virginia 22030 110 Crockett Street Library Seattle, Washington 98109 Tyler, Texas 75701 ERIC Clearinghouse on Reading and Communication Skills Seattle Pacific College Baylor University Speech Communication Module Weter Memorial Library 1919 South First Street 5205 Leesburg Pike 3307 3rd W. Waco, Texas 76706 Falls Church, Virginia 22041 Seattle, Washington 98119 Education Service Center Madison College Seattle School District No. 1 Region IX Madison Memorial Library Planning Research and Evaluation Unit 3014 Old Seymour Road Harrisonburg, Virginia 22801 815 Fourth Avenue N. Wichita Falls, Texas 76309 Seattle, Washington 98109 Old Dominion University Hughes Library University of Washington Utah Norfolk, Virginia 23508 Library Seattle, Washington 98195 Utah State University Virginia State College Merrill Library Johnston Memorial Library Logan, Ltah 84321 Petersburg, Virginia 23803 West Virginia Weber State College ERIC Clearinghouse on Bluefield State College Library Library Handicapped and Gifted Ogden, Utah 84403 Bluefield, West Virginia 24701 Children Brigham Young University 1920 Association Drive Appalachia Educational Laboratory, Library Reston, Virginia 22091 Inc. Provo. Utah 84602 Research and Evaluation Division Virginia Polytechnic Institute and Charleston, West Virginia 25325 University of Utah State University Library Reston Reserve Library West Virginia State Department of Salt Lake City, Utah 84112 12100 Sunset Hills Road Education Reston, Virginia 22090 State Office Building No. 6 Utah State Board of Education Charleston, West Virginia 25305 Technical Assistance Reference Center Virginia Commonwealth University 1400 University Club Building James Branch Cabell Library Glenville State College 136 East South Temple Street 901 Park Avenue Robert F. Kidd Library Salt Lake City. Utah 84111 Richmond, Virginia 23220 Glenville, West Virginia 26351 161 -150- September 1975 ERIC MICROFICHE COLLECTIONS

Marshall University Waukesha County Technical FOREIGN Huntington. West Virginia 25701 Institute West Virginia College of Graduate 800 Main Street Australia Studies Pewaukee, Wisconsin 53072 Hill Hall University of Wisconsin - Platteville University of Queensland Institute, West Virginia 25112 Main Library Library - Serials St. Lucia West Vireia Institute of 725 West Main Street Brisbane, Australia Technology Platteville, Wisconsin 53818 Mount Gravatt Teachers College Library University of Wisconsin - River Montgomery, West Virginia 25136 Library Falls Mount Gravatt Q. 4122, Australia West Virginia University Chalmer Davie Library Human Resources & Education River Falls, Wisconsin 54022 University of New England Special Education Department Library 805 Allen Hall University of Wisconsin - Superior Armidale Morgantown, West Virginia 26506 Hill Library New South Wales 2351, Australia Superior, Wisconsin 54880 West Virginia University National Library of Australia Library University of Wisconsin - White Canberra, Act 2600 Morgantown. West Virginia 26506 Water Australia Library Macquarie University Wisconsin White Water, Wisconsin 53190 Library North Ryde Wisconsin State University - Eau Wyoming New South Wales 2113 Claire Australia William D McIntyre Library Wyoming State Department of Eau Claire, Wisconsin 54701 Monash University Education Library University of Wisconsin - Parkside State Office Building - West Clayton, Victoria 3168 Library Cheyenne, Wyoming 82002 Australia Wood Road Kenosha, Wisconsin 53140 University of Wyoming Western Australian Institute of Library Technology University of Wisconsin - La Crosse Laramie, Wyoming 82070 Library Murphy Library Hayman Road 1631 Pine Street Bentley, West Australia 6102 La Crosse, Wisconsin 54601 Australia Madison Public Schools Educational Reference Library Canada 545 West Dayton Street Madison, Wisconsin 53703 Calgary Board of Education Education Media Selection Center University of Wisconsin - Madison 307 55th Avenue S.W. 1000 Bascom Mall Calgary, Alberta T2H 0A1 154 Education Building Canada Madison, Wisconsin 53706 University of Calgary Wisconsin Board of Vocational Library - Government Publications 2920 24th Avenue, N.W. Technical and Adult Education Calgary, Alberta T2N 1N4 4802 Sheboygan Avenue Canada Madison, Wisconsin 53702 University of Alberta Wisconsin Department of Public Library Instruction Edmonton, Alberta T6G 2E I Professional Library Canada 126 Langdon Street Madison, Wisconsin 53714 University of Lethbridge Library University of Wisconsin - Stout Lethbridge, Alberta T1K 3M4 Robert L. Pierce Library Canada Menomonie, Wisconsin 54751 University of British Columbia Alverno College Library - Government Publications Library - Serials Vancouver, 3401 South 39th Street British Columbia V6T 1W5 Milwaukee, Wisconsin 53215 Canada University of Wisconsin - University of Victoria Milwaukee McPherson Library Library Victoria, British Columbia 2500 E Kenwood Boulevard Canada Milwaukee, Wisconsin 53211 Brandon University University of Wisconsin - Oshkosh John E. Robbins Library Forrest R. Polk Library Brandon, Manitoba R7A 6A9 Oshkosh. Wisconsin 54901 162 Canada

September 1975 -151- ERIC MICROFICHE COLLECTIONS

Department of Youth and Education Toronto Metropolitan Separate University of Regina Library School Board Library 1181 Portage Avenue, Room 206 Professional Library Regina, Saskatchewan S4S 0A2 Winnipeg, Manitoba R3T 2N2 146 Laird Drive Canada Canada Toronto, Ontario M4G 3V8 Canada University of Saskatchewan Library University of Manitoba Regina Campus Elizabeth Dafoe Library Borough of North York F.W. Minkler Library Regina, Saskatchewan S7N OWO Periodical Department Educational Administration Centre Canada Winnipeg, Manitoba R3E 02W 5050 Yonge Street Canada Willowdale, Ontario M2N 5N8 University of Saskatchewan Canada Library Universite de Moncton Saskatoon, Saskatchewan S7N OWO Bibliotheque Champlain University de Quebec Canada Moncton, New Brunswick Library Canada Chicoudimi Quebec Denmark Mount Allison University Canada Bell Library Denmark Educational Library Sackville, New Brunswick Concordia University Leroso Parkalle 101 Canada Library DK 2100 1445 de Maisonneuve Boulevard Copenhagen 0 Montreal, Quebec H3G 1M8 Denmark Memorial University of Canada Newfoundland Education Library McGill University England St. John's, Newfoundland Library Canada 3459 McTavish Street National Lending Library For Montreal 101, Quebec Science and Technology Nova Scotia Teachers College Canada Boston Spa, Yorkshire Library England Truro. Nova Scotia Ministere de ('Education Canada Centre de Documentation Service des Moyens Techniques Germany University of Guelph d'Enseignement 655 Rue Parthenais August Raader-Fuchhandlung Library Montreal, Quebec H2K 3R7 Canada Guelph, Ontario N IC 2WI Universitysliteratur Canada Sir George Williams University T. schen buchladen Library 44 Munster/Wetf Queen's University Montreal 25, Quebec Drubbel 19, Post Fach 1309 Library Canada (0251)44571 Ferhur, Germany Faculty of Education Duncan McArthur Hall Universite de Montreal U.S. Dependent Schools Bibliotheque European Area Kingston, Ontario K71 3N6 Superintendents Office Canada Faculty des Sciences De L'Education Montreal 101, Quebec H3A 1Y1 Karlsruhe University of Western Ontario Canada Germany General Library Universite de Quebec a Montreal Padagogisches Zentrum Bibliothek Lawson Memorial Building Bibliotheques Berliner Str. 40/41 London, Ontario N6A 3K7 Case Postale 8889 IBerlin 31 Canada Montreal, Quebec H3C 3P8 Germany Canada National Library of Canada 395 Wellington Street Ministere des Communications Guam Ottawa, Ontario K I A ON4 Service des Periodiques Canada Edifice G Rez de Chaussee University of Guam 675 Street, Cyrille Est Robert F. Kennedy Library University of Ottawa Quebec, Quebec Agana, Guam 96910 Central Library Canada Guam Ottawa, Ontario KIN 6N5 Universite de Quebec Canada Services Universitaires dans le Japan Nord-Quest Brock University C. P. 700 Rouyn U. S. Asiatic Co., Ltd. Library Document Section Quebec, Quebec 19X 5C6 Tsutsumi Building Decew Campus Canada 13-12 Shimbashi 1-Chome St. Catherines, Ontario L2S 3M Minato Ku, Tokyo Canada Universite Laval Japan Bibliotheque Generale Board of Education - Toronto Quebec 10, Quebec Education Centre Canada Mexico Library 155 College Street Universite de Sherbrooke Ciudad Universitaria Toronto, Ontario M5T I H6 Bibliotheque Direction General de Bibliotecas Sherbrooke, Quebec Canada Biblioteca Central-Entrepiso Canada Mexico 20, D. F. Mexico Ontario Institute for Studies in Department of Manpower and Servicio Nacional (ARMO) Education Immigration Centro de Information Tecnica Y Library Training Research and Development Documen tacion 252 Bloor Street, West 8th Street East Calz. Atzcapotzalco La Villa 209 Toronto, Ontario M5R IV5 Prince Albert, Mexico 16, D.f. Canada Saskatchewan S6V 5T2 Canada Mexico

September 1975 ERIC MICROFICHE COLLECTIONS

Netherlands Bernard Van Leer Foundation Koninginnegracht 52 The Hague Netherlands

Norway Universitetbiblioteket 1 Oslo Royal University Library Drammensveien 42 Oslo 2 Norway Puerto Rico Inter American University of Puerto Rico Library - San Juan Campus 405 Ponce de Leon Avenue Apartado 1293 Hato Rey, 00919 Puerto Rico Puerto Rico Department of Education Research Coordinating Units Tres Monjitas Hato Rey, 00931 Puerto Rico Catholic University of Puerto Rico Encarnacion Valdes Library Ponce, 00731 Puerto Rico University of Puerto Rico Biblioteca General Rio Piedras, 00931 Puerto Rico Saudi Arabia Ministry of Education Educational Data Unit Riyadh, Saudi Arabia

Sweden Staten Psykologisk Pedagogiska Bibliotek Stockholm 23 Sweden

Switzerland UNESCO International Bureau of Education Palais Wilson 1211 Geneve 14 Switzerland

Virgin Islands College of the Virgin Islands St. Croix Campus Library St. Croix, 00850 Virgin Islands College of the Virgin Islands Library St. Thomas, 00801 Virgin Islands

September 1975 -153- APPENDIX B GLOSSARY

(Reproduced with permission from Juaitn Yarborough, How To Prepare For a Com uter Search of ERIC: A Non-'echnical Aroach, ERIC Clearinghouse on normation Resources, Stanford University, 975.

Abstract In the ERIC system, a brief 200 +/- word narrative description of the subject content of a document. Abstracts are tersely written, avoiding non-information-bearing words and wasteful constructions. Each citation in RIE includes an abstract.

Annotation A brief (no more than 50 words) notation of subject content. In the ERIC system annotations are written for journal articles (CIJE accessions) whose titles are not sufficient to adequately convey content.

Batch Processing A procedure in which a number of ti-nsactions to be processed are accumulated and processed together. Usually they are sorted into order and matched sequentially against affected files.

Boolean Algebra A system for symbolizing logical statements by operators, usually AND, OR, and NOT, from which relationships among statements can then be derived mechanically. Boolean Algebra is an algebra of classes and is considered a branch of symbolic logic. The notation permits the expression of conditional statements and statements of fact in symbolic form, and by means of prescribed operations allows arrival at valid conclusions. It is much in use in information retrieval to express the conditions of a computer search. It is named after the mathematician George Boole (1815-1864).

Broader Term (BT) A Descriptor that is a member of a class that totally contains a smaller class (also represented by a Descriptor) within it. For example, BIBLIOGRAPHIES is a Broader. Ter.r. to ANNOTATED BIBLIOGRAPHIES, which is referred to Ls a Narrower. Term in this context. Broader

-154- and Narrower terms havea genus-species relationship.

Central ERIC (CERIC)

The organizational unit within NIEresponsible for the ERIC network, its budgeting, funding, planning,program development, monitoring, policy setting. All ERIC contractors (e.g., ERIC Facility, EDRS, Clearinghouses, CIJEContractor, etc.) report to Central ERIC.

CIJE

Current Index to Journals in Education. A monthly guide to the periodical literature coveringover 700 major education and education-related publications. It includes a main entry section

with annotations, and is indexed by subject,author, and journal contents

Clearinghouse

A contractor within the ERIC networkthat takes responsibility for the acquisition and processing of materialsin one of the major areas of the field of education,e.g., Higher Education, Languages, Tests, etc. ERIC Clearinghouses have traditionally beenlocated within non-profit institutions suchas universities; the exact number (now at 16) varies with the shiftingneeds of the educational community.

Current Awareness Search

See "SDI".

Data Base

A file of data, usually in machine-readable language.

Descriptor

A generic word for meaningful terms or short phrases whichcan be

chosen from a, defined vocabulary for the purpose of describing/

characterizing/indexing the subject content of a document.

-155 - 166 Documents Research papers, speech texts, studies, dissertations, conference reports, curriculum studies, etc., that have been put into the ERIC system.

EIC

Educational Information Consultant. An educational specialist who receives, processes, and fulfills client requests for information needed to resolve specific curricular, instructional, and administrative problems.

ERIC Document Reproduction Service (EDRS) The ERIC contractor responsible for the microfiching of all

documents, the handling of standing orders (subscriptions)for microfiche, and the handling of on-demand orders for bothmicrofiche and hard copy. Receives documents and data for thispurpose from the ERIC Facility.

ERIC Processing & Reference Facility

The centre] computerized facility which accepts data fromthe ERIC Clearinghouses, edits and keys the data, and builds,maintains, and produces various products from the data base. A wide variety of supporting functions are also performed,e.g., acquisitions, lexicography, data conversion, reference, tape distribution,forms control, scheduling.

Facet Term or group of terms which express one aspect of the search topic.

Hard Copy A paper copy of a document; usually a full-size (100%) reproduction of the original done via Xerox or similar process, though reduced size two-up copies may also be made. 167 -156- Identifier An index term for a specific entity, e.g., project, legislation, person, place, organization, coined term, acronym, equipment, etc. There are ERIC guidelines for the construction of Identifiers, but they are not formally controlled, defined, and structured as Descriptors are. Identifiers are intended to provide additional specialized indexing depth covering the multiplicity of specific entities met with in documents. They can be made to appear in the printed RIE indexes by designating them as Major index terms.

Indexing The process of assigning words or terms to documents in order to describe their subject content for purposes of subsequent retrieval.

Major Descriptor A Descriptor representing one of the major concepts contained in a document. Major Descriptors appear in the published indexes; all other Descriptors are, by definition, "Minor". In order to restrict the size of published indexes, no more than five (5) Descriptors may be designated as Major. A Descriptor (or Identifier) is Major or Minor only in the context of a particular document where it is being used and not inherently. An * is used to denote a Major Descriptor.

Manual Search

Examination by hand of the annual and monthly issues of Resources in Education and Current Index to Journals in Education for information on a given topic.

Microfiche A 4" x 6" (105 mm x 148 mm) flat sheet of film, containing reduced images of document pages. ERIC prepares microfiche for all Level I and II documents announced in RIE, using the COSATI/NMA standard (24X reduction; 93 frames in a 7x14 grid). Microfiche may be made of silver, diazo, or vesicular film. A microfiche reader or reader-printer is required to read the page image.

-157 - 1 63 Minor Descriptor A Descriptor assigned to a document and appearing in the printed Resume and in the machine (computer) record, but not in the subject indexes of RIE. See also "Major Descriptor".

Narrower Term (NT) A Descriptor that is a member of a class totally contained in a larger class also represented by a Descriptor. For example, the term ANNOTATED BIBLIOGRAPHIES is said to be a Narrower Term to BIBLIOGRAPHIES because an annotated bibliography is always a bibliography. BIBLIOGRAPHIES is then referred to as a Broader Term in this context.

On Line System A system in which peripheral devices are in direct and continuing communication with the central processor of the computer. With an on line system, interaction between computer and searcher during the search process allows immediate feedback of results and immediate modification of the search request when desired.

Related Term (RT) A term that is conceptually related in some way to another term; each term is thereby a "Related Term" of the other. Related terms may be close in meaning, may have the same Broader Term, may be related in usage or application, and may have a part-whole relationship.

Relevance The number of documents/accessions retrieved in a search that are

169 -158- relevant to the original question divided by the total documents/ accessions retrieved. A ratio used as a measure of the extent to which the search retrieved solely good "hits". Synonymous with "Precision".

Resume A compressed document description incliding cataloging, indexing, and abstracting data; a surrogate for the document itself. The term resume is used for this concept within the ERIC system; other systems describe their basic record variously as an abstract, digest, precis, brief description, announcement, record.

Retrieval The process of identifying, locating, and securing research and development information.

Retrospective Search An examination of the entire data base since its inception, on a given topic.

RI E Resources In Education. A monthly journal of abstracts announcing' recently completed research reports, descriptions of projects and outstanding programs, and other documents of educatie,,al significance. It is indexed by subject, author, and institution.

Scope Note (SN) A brief note explaining the intended usage of a Descriptor. Used to restrict usage or to clarify a Descriptor which may have alternative meanings. Not intended to be a formal definition.

SDI An acronym for selective dissemination of information, a method of alerting people to the most recent reports or articles of potential interest

in a date file. Search A systematic attempt to identify documents with some well defined

-159 - 179 characteristics. Applies to both manual and computer inquiries.

Search Negotiation The method by which the searcher and the requestor discuss and define the topic to be covered in the search; the type, format, cost, and amount of information desired; and the amount of time necessary to complete the search.

Search Strategy The logic of a particular inquiry; the demands that a search makes on its potential output. A search strategy is usually exemplified by a series of index terms arranged in groups and interconnected by logical operators, e.g., (DRINKING) AND (ALCOHOLIC BEVERAGES). A document in a data set must meet the specifications of a search strategy in order to be an output of the search. Search strategies may be "tight" and geared for retrieval of a small number of highly relevant items, or they may be "loose" and geared for comprehensive output of anything that even touches on the subject.

Set Any grouping of items of interest.

Text Search Computerized examination of the records in the data base for the presence of a given word or combination of words (character string).

Thesaurus A collection of.words or terms used to classify, index, store, and retrieve information in a data bank. The terms serve as labels. They usually are Descriptors, keywords,or data elements found in the text or data being indexed. The thesaurus may be an alphabetized word list or it may be hierarchically structured into specialized fields, subareas, or detailed subject matter. The entries may be single words or multiple words. When the references are cited along with the thesaurus, it becomes an index.

-160- 171 Thesaurus of ERIC Descriptors A structured vocabulary of over 7,000 educational terms called Descriptorsused to index and enter documents into the ERIC system and to assist users in searching the system.

172

-161- ETHNIC HERITAGE CENTER FORTEACHER EDUCATION

Education In July, 1975, an EthnicHeritage Center for Teacher by the American Associationof Colleges for was established office. Teacher Education at itsWashington, D. C. headquarters provided by The initial support for theCenter's activities was federal funds from Title IX of theElementary and Secondary A national Education Act, the EthnicHeritage Studies Program. Education advisory council and the AACTECommission on Multicultural monitor the Center's activities. development of The Center provides anational focus for the to policies, activities, and programsthat will enable teachers The initial function more effectivelyin multicultural settings. cataloging of activities included theacquisition, analysis, and multicultural educa- materials and programs inethnic studies and tion related to teachereducation. Additional activities include packages, and issue the preparation ofbibliographies, learning information services papers for teachereducation with expanded activities. Leadership Training and developmental research of Institutes concerning thedevelopment and implementation also multicultural education programsin teacher education are conducted by the Center. activities are based on areview The Center's clearinghouse of current materials and programsthat might be used in the preparation of teachers. Materials are collected from pro- and fessional organizations,publishers, project directors, others involved in thedevelopment of multiculturalmaterials includes both published for teachers. The Center's collection dissertations, and unpublished materialssuch as studies, reports, conference reports, curriculumguides, textbooks,bibliographies, films, and poetry, and literature. Non-print materials--slides, filmstrips--are also beingcollected. Copies or examples of products produced by most ofthe 1974 Title IX EthnicHeritage through the ERIC grants are included.The resources available clearinghouses provide anothervaluable source of documents by the including many that have notbeen previously identified Center. ABOUT ERIC-- EDUCATIONAL RESOURCES INFORMATION CENTER

ERIC

ERIC is a nationwide information system of the National Institute of Education, designed toserve and advance American education. Its basic objective is to provide ideas and information on significant current documents (e.g.,research reports, articles, theoretical papers, tested methods, publishedor unpublished conference papers, newsletters, and curriculumguides (or studies) and to publicize the availabilityof such documents. Each clearinghouse focuses its activitieson a separate subject matter area; acquires, evaluates, abstracts, and indexesdocu- ments; processes many significant documents in the ERICsystem; and publicizes available ideas and information to theeducation community through its own publications, those of CentralERIC, and other education media.

TEACHER EDUCATION AND ERIC

The ERIC Clearinghouse on Teacher Education,established June 20, 1968, is sponsored by four professionalgroups--the American Association of Colleges for Teacher Education (AACTE) (serves as fiscal agent); the AmericanAlliance for Health, Physical Education, and Recreation (AAHPER); the Association ofTeacher Educators (ATE); and the National Education Association (NEA). The Clearinghouse scope is the preparation of educationpersonnel and, since March 1973, selected aspects of health education, physical education, and recreation education.

ACQUISITIONS

One of the main tasks of the Clearinghouse is the acquisition of documents within its scope. The Clearinghouse regularly receives publications from schools and professional associations around the country. But the majority of documents must come unsolicited, from researchers, teachers, and project directors who have produced or are producing materials withinthese subject areas. All documents sent to tile Clearinghouseare evaluated by subject experts. If they meet Clearinghouse selection criteria, they are abstracted and indexed for announcement in theabstract journal, Resources in Education (RIE). The majority of RIE documents are then made available for studyon microfiche at over 600 locations (universities, public libraries,professional associations, government agencies) that havean ERIC microfiche collection. Documents can usually be purchased in microficheor "hardcopy" (xerographic reproduction) from theERIC Document Reproduction Service (EDRS), P. O. Box 190, Arlington,Va. 22210. About AACTE

The American Association of Collegesfor Teacher Education (AACTE) is the only national voluntaryassociation of institutional members committed to continuousimprovement of instructional 820 personnel preparation. Its membership consists of more than collegiate institutions in all the states,Guam, and Puerto Rico. much of the work is carried out by some4,000 officially appointed institutional representatives from almostall the academic departments, as well as schools andcolleges of education.

AACTE works to foster diversity,exnerimentation, innovation, research, and sharing--all the activitiesthat build ouality education, teachers, and schools.

AACTE is a nerve center for teachereducation, the basic voice for the profession. Recently, the Association has promoted the formation of 31 state or regional units,and is carrying on an active government relations program.

Among its many services is acomprehensive publications program, including theJournal of Teacher Education,which disseminates the latest news andinterpretations on professional developments and provides a forum fordiscussion.

The Association conducts multiculturalprojects such as the Ethnic Heritage Center for TeacherEducation.

AACTE is developing a unique ManagementInformation System (MINFO) to facilitate decision making, based onsound concepts and data gathering.

AACTE plays a major role in theNational Council for Accre- ditation of Teacher Education, aninformation storage, retrieval, and dissemination system.

AACTE operates the secretariats for theAssociated Organiza- tions for Teacher Education(AOTE) and the International Council on Education forTeaching (ICET).

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-164- ORDER FORM DOCUMENT REPRODUCTION SERVICE LERIC P.O. Box 190 ARLINGTON, VIRGINIA 22210(703) 841-1212 OPERATED BY: COMPUTER MICROFILM INTERNATIONAL, CORP.

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1. PRICE LIST 8. CHANGES The prices set forth herein may be changed without notice, how- No waiver, alteration, or modification of any of the provisions ever, any price change willbe subjectto the approval of the hereof shall be binding unless in writing and signed by an officer of National Institute of Education Contracting Officer CMIC.

2. PAYMENT 9. DEFAULT AND WAIVER The prices set forth herein do not Include any sales, use, excise, or a.If Customer fails with respect to this or any other agreement similar taxes which may apply to the sale of microfiche or hard with CMIC to pay any invoice when due or to accept any ship- copy to the Customer. The cost of such taxes, if any, shall be borne ment as ordered, CMIC may without prejudice to other remedies by the Customer defer any further shipments until the default is corrected, or Payment shallbe made net thirty (30) days from date of cancel this Purchase Order. invoice Payment shall be without expense to CMIC. b. No course of conduct nor any delay of CMIC in exercising any 3. REPRODUCTION right hereunder shall waive any rights of CMIC or modify this Materials supplied hereunder may only be reproduced for not-for- Agreement. profit educational institutions and organizations, provided however, that express permission to reproduce a copyrighted document 10. GOVERNING LAW provided hereunder must be obtained in writing from the copyright This Agreement shall be construed to be between merchants. Any holder noted on the title page of such copyrighted document. question concerning its validity, construction, or performance shall be governed by the laws of the State of New York. 4. CONTINGENCIES CMIC shall not be liable to Customer or any other person for any fa lure or delay in the performance of any obligation if such failure 11.DEPOSIT ACCOUNTS of delay lalis due to events beyond the control of CMIC including, Customers who have a continuing need for ERIC documents may but not I.mited to, fire. storm, flood. earthquake, explosion, acci- open a Deposit account by depositing a minimum of $200.00. Once dent, acts of the public enemy, strikes, lockouts, labor disputes, a deposit account is opened, ERIC documents will be sent upon Libor shortage. work stoppages, transportation embargoes or delays, request, and the account charged for the actual cost and postage. A failure or shortage of materials, supplies 'r machinery, acts of God, monthly statement of the account will be furnished. or acts or regulations or priorities of e federal, state, or local governments. lb)is due to failures of F :rformance of subcontrac- 12. STANDING ORDER ACCOUNTS tors beyond CMIC's control dnd wit' At negligence on the part Customers who desire to receive microfiche copies of all ERIC of CMIC. or lc) is due to erroneous or i,complete information fur- reports announced in each issue of Resources in Education may do nished by Customer so by depositing $2000.00 or submitting an executed purchase order. The cost of each issue and postage will be charged against the 5. LIABILITY account. A monthly statement of the account will be furnished. CM IC's Labillty,rf any. arising hereunder shall not exceed restitu- tion of charges In no event shall CMIC be liable for special, consequential, or 13.PAPFR COPY (HC) liquidated damages arising from the provision of services hereunder. A paper copy (HC) is xerographic reproduction, on paper, of the original document. Each paper copy has a Vellum Bristol cover to 6. WARRANTY identify and protect the document. CMIC MAKES NO WARRANTY, EXPRESS OR IMPLIED, AS TO ANY MATTER WHATSOEVER, INCLUDING ANY WAR- RANTY OF MERCHANTABILITY OR FITNESS FOR ANY 14.FOREIGN POSTAGE PARTICULAR PURPOSE Postage for all countries other than the United States is based on the international Postal Rates in effect at the time the order is shipped. 7. QUALITY To determine postage allcw 60 microfiche or 60 (HC) pages per CMICv./di replaceproductsreturned because of reproduction pound. Customers must specify the exact classification of mail defects or incompleteness. The quality of the input document is not desired, and include the postage for that classification with their the responsibil,ty of CMIC Best available copy will be supplied. order. Payment must be in United States funds.

OTHER ERIC COLLECTIONS AVAILABLE FROM EDRS STANDING ORDERS Subscription orders of microfiche copies of all ERIC reports announced in each issue of Resources in Education average $140.00 per month at the rate of 8.2a per microfiche. Postage extra.

BACK COLLECTIONS (postage extra) Reports in Research in Education for 1966 and 1967 $ 362.93 Reports in Research in Education for 1968 1,092.73 Reports in Research in Education for 1969 1,303.72 Reports in Re.:earch in Education for 1970 1,327 42 Reports in Research in Education for 1971 1,549.23 Reports in Research in Education for 1972 1,603.51 Reports in Research in Education for 1973 1,396.54 Reports in Research in Education for 1974 1,459.60 Reports in Resources in Education for 1975 1,634;03 Entire Collection $11,730.61

AIM /ARM MICROFICHE COLLECTIONS (postage extra) $0.158/fiche CLEARINGHOUSE MICROFICHE COLLECTIONS (postage extra) $0.162/fiche SPECIAL COLLECTIONS (postage extra) Office of Education Research Reports 1956-65 $ 384.54 Pacesetters in Innovation, Fiscal Year 1966 137.46 Pacesetters in Innovatio 1, Fiscal Year 1967 166.69 Pacesetters in Innovation, Fiscal Year 1968 106.60 Selected Documents on the Disadvantaged 317.84 Selected Documents in Higher Education 145.93 Manpower Research: !nventory for Fiscal Year 1966 and1967 75.75 11 1 Manpower Research: Inventory for Fiscal Year 1968 42.22 Manpower Research: Inventory for Fiscal Year 1969 54.87 ORDER FORM FOR RECENT AACTE PUBLICATIONS

Number of Copies

Multicultural Education and Ethnic_ Studies in the UnitedStates- - An Analysis and Annotated Bibliography of Selected Documents in ERIC, by Donna M. Gollnick, Frank H. Klassen, and Joost Yff, Ethnic Heritage Center for Teacher Education, 1976. (Published jointly with the ERIC Clearinghouse on Teacher Education) 175pp. $4.00

Educating a Profession, Report of the AACTE BicentennialCommission on Education for the Profession of Teaching, 1976. 171 pp. $6.00

Now You Shall Be Real to Everyone, 17th Annual Charles W.Hunt Lecture, by Robert B. Howsam, University of Houston. 28pp. $1.50

Winter '75 Journal of Teacher Education, Theme: "The Molding of the Nonsexist Teacher," 96pp. $3.00

Spring '76 Journal of Teacher Education, Theme: "Effects of R & D on Teaching" $3.00

Multicultural Education Thrcugh Competency-Based Teacher Education, edited by William A. Hunter, 1974. 288 pp. $6.00

Winter '73 Journal of Teacher Education, Theme: "Multicultural Education" $3.00

BILLED ORDERS: Billed orders will be accepted only when madeon official purchase orders of institutions, agencies, or organizations. Shipping and handling charges will be added to billed orders. Payment must accompany all other orders. There are no minimum orders.

DISCOUNTS: A 10 percent discount is allowed on purchases of fiveor more publications of any one title.

PUBLICATIONS SERVICE: Subscription to the AACTE Publications Service provides every issue of the AACTE Bulletin, the Journal of Teacher Education, anda copy of the Association's regular publications during the subscriptionyear. $25.00 domestic orders, $30.00 outside the U.S., its territories, and Canada.

Please send me: the full AACTE Publication Service a one-year subscription to the Journal of Teacher Education ($10.00) a three-year subscription to the Journal of Teacher Education ($25.00)

Total price of my order: $ (Please make checks payable to AACTE)

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Please address: Order Department, American Association of Colleges for Teacher Education, Suite #610, One Dupont Circle, Washington, D.C. 20036. 1 7 3 ERIC ADVISORY AND POLICY COUNCIL

Mr. Philip Mac Bride Dr. Ruth Ann Heidelbach Chairman, ERIC Advisory and Policy Associate Director Council Office of Laboratory Experience Teacher, Slauson Middle School College of Education Ann Arbor, Michigan 48104 University of Maryland College Park, Maryland 20742

Dr. John Beery Dr. Idella Lohmann Director of Institutional Self-Study Professor of Education Ashe Building Oklahoma State University P.O. Box 144 Stillwater, Oklahoma 74074 University of Miami Coral Gables, Florida 33124

Dr. Oliver Down Ms. Doris Ray Codirector Chairman, Social Studies Department R & D Center for Teacher Education Lathrop High School Education Annex 3-203 Coordinator, Secondary Social University of Texas at Austin Studies Program Austin, Texas 78712 Fairbanks, Alaska 99701

Dr. John Burt Dr. Amelia S. Roberts Head Dean Department of Health Education School of Education University of Maryland South Carolina State College College Park, Maryland 20742 Orangeburg, South Carolina 29115

Dr. Robert Bush Mr. Wayne Van Husk) Director Professor Stanford Center for R & D in Teaching Physical Education Department School of Education Director, Human Energy Research Lab Stanford University Michigan State University Stanford, California 94305 East Lansing, Michigan 48824

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